LIBRARY OF CONGRESS. 

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UNITED STATES OF AMERICA. 



HYDE'S LANGUAGE SERIES. 

PRACTICAL LESSONS IN THE USE OF ENGLISH. 
Book I. For Primary and Intermediate Grades. 

PRACTICAL LESSONS IN THE USE OF ENGLISH. 
Book II. For Grammar Grades. Covers such Technical 
Grammar as is essential to a correct use of English. 

ADVANCED LESSONS IN ENGLISH. 

For Upper Grammar and High School Grades. This book 
treats of the grammatical structure of English. 

In Preparation. 

A Composition for Upper Grammar and High School Grades. 



■* 



PRACTICAL LESSONS 



USE OF ENGLISH 



PRIMARY AND GRAMMAR SCHOOLS. 



BY 




MARY Fr HYDE 



LATE TEACHER OF COMPOSITION IN THE STATE NORMAL 
SCHOOL, ALBANY, N.Y. 




BOSTON, U.S.A. : 

D. C. HEATH & COMPANY. 

1894. 



N~ 



f£n" 



Copyright, 1887, 
Bv MARY F. HYDE. 



Typography by J. S. Cushing & Co., Boston. 



Presswork by Rockwell & Churchill, Boston. 



PREFACE. 



PUPILS whose school-life ends with the common school or 
the grammar school should receive such training in those 
schools as will best fit them for every-day life. Pupils who 
are to receive a more extended course of instruction should 
have a good foundation laid for future work. The following 
lessons in language have been planned with reference to the 
future needs of both classes. 

Careful attention should be given to the language used by 
the pupil in all recitations — every lesson, in fact, should be a 
language lesson. But special training must also be given upon 
certain points. 

Throughout this work the aim is to lead the pupil to see 
for himself — to cultivate his powers of observation at every 
step. 

From the first, the learner's attention is directed to the use 
of language as the expression of thought. His study is not 
confined to detached sentences. Selections from some of the 
best writers are introduced, that, from the study of these selec- 
tions, he may learn certain facts about the English language, 
and at the same time form a taste for good literature. Many 
of the lessons are designed to awaken a love of nature or to 
deepen some moral impression. 



iv PREFACE. 

Each new topic is brought out by means of oral instruction. 
This is followed by a written exercise, aiding the pupils to 
* remember the facts learned, and also training them to habits 
of independent work. 

In every lesson, a definite task is laid out for the pupil. As 
the child remembers best that which interests him most, care 
has been taken to bring each exercise as near as possible to 
the child's own experience. 

The reasons why certain forms are right and others wrong 
are, for the most part, omitted. The aim is to lead the pupil 
to use habitually the right expression. 

Incorrect forms for correction are not given. It is believed 
that incorrect forms should not be placed before children. The 
child is led to avoid common errors by being trained from the 
first to use the correct forms. 

While nearly every lesson is a lesson in oral or in written 
composition, or in both, special lessons in composition are also 
given. In these lessons, the pupil is led to see clearly, before 
he is required to express his thoughts in writing. 

Special attention is given to letter-writing and to business 
forms. Care has been taken to make this part of the work 
practical. 

Thanks are returned to the several publishers who have 

kindly permitted selections from their publications to be used. 

Particular acknowledgments are offered to Messrs. Houghton, 

MifBin, & Co. for permission, by special arrangement, to use 

selections from the works of Longfellow, Whittier, and Lucy 

Larcom. 

M. F. H 

Albany, N.Y., June, 1887. 



SUGGESTIONS TO TEACHERS. 



IT is not expected that the exact amount of work laid out in 
each lesson will be all that is required for every class. 
Such additional exercises should be given as the needs of the 
class may demand. Much of the work, particularly in composi- 
tion, is meant to be suggestive merely. All school studies 
afford material for good work in composition. Whatever the 
pupil is interested in, whether it be a topic connected with his 
reading, geography, history, or some other lesson, will afford 
him a good subject for composition. Topics of local or of 
general interest will have a new meaning to the pupil if he 
writes about them. 

Never ask a pupil to express a thought in writing until he 
sees clearly what he is trying to express. If one is trained 
from the first to express only those thoughts which are clearly 
seen, he will acquire greater accuracy of expression. 

In dictation exercises, read each sentence slowly once, then 
require the class to write. Pupils must be trained not only to 
write correctly, but also to hear correctly. 

Require all written work to be carefully done. Accept 
nothing but the pupil's best work. 

The sentences in large type are to be used in developing the 
various subjects. The pupil should read these sentences from 



SUGGESTIONS TO TEACHERS. 



the book, and should answer orally such questions on them as 
may be asked. The questions in smaller type are for the use of 
the teacher, but they should not be followed too closely. The 
teacher should add such questions of her ow T n as may be needed 
to make the subject clear. After the pupil has been led, by 
means of questions, to see the truth presented, he should, with- 
out assistance, write the exercise which follows. 



CONTENTS. 



PART FIRST. 

Lesson Page 

I. The Sentence i 

II. Statements "... 2 

III. Questions 3 

IV. Names 4 

V. A Picture Lesson 6 

VI. How to Write Names 7 

VII. Is and Are 8 

VIII. Review ......... 9 

IX. The Word/ 10 

X. Composition 11 

XL Selection to be Memorized . . . . . . n 

XII. Was and Were 12 

XIII. Dictation Exercise 13 

XIV. Review 13 

XV. Names of Cities and of Streets 14 

XVI. Composition 15 

XVII. Christian Names and Surnames . . . . . 16 

XVIII. A Picture Lesson 17 

XIX. How to Write Initials 18 

XX. Selection to be Memorized 19 

XXI. A Picture Lesson . . . . . . . 21 

XXII. The Words Uncle and Aunt . . . . . 22 

vii 



CONTENTS. 



Lesson 

XXIII. Mr. and Mrs. 

XXIV. Composition . 
XXV. Names of the Days 

XXVI. Written Exercise 

XXVII. Has and Have 

XXVIII. Composition . 

XXIX. Words to Use with You 

XXX. A Picture Story 

XXXI. Review . 

XXXII. Selection to be Memorized 

XXXIII. Names of the Months 

XXXIV. The Seasons . 
XXXV. A Picture Story . 

XXXVI. Song of the Grass Blades 

XXXVII. How to Write Dates 

XXXVIII. A Letter 

XXXIX. Composition . 

XL. Addresses 

XLI. Composition . 

XLII. The Command 

XLIII. The Comma . 

XLIV. Dictation Exercise 

XLV. A Picture Story 

XLVI. Quotation Marks 

XLVII. Quotations . 

XLVIII. Composition . 

XLIX. Contractions . 

L. Dictation Exercise 

LI. Composition . 

LII. Review . 



CONTENTS. 



PART SECOND. 

Lesson 

I. The Two Parts of a Statement 

II. Names .... 

III. Proper and Common Names 

IV. Dictation Exercise 
V. Review .... 

VI. Composition. — The Four Sunbeams 

VII. Names that Mean More than One 

VIII. Names that Mean More than One 

IX. Names that Change /or fe to ves 

X. Review ..... 

XI. Composition .... 

XII. Plural Forms of Names Ending in y 

XIII. Other Plural Forms . 

XIV. Review 

XV. Composition .... 

XVI. Words that Denote Possession . 

XVII. Possessive Forms of Plural Nouns Ending 

XVIII. Possessive Forms of Plural Nouns not Ending in 

XIX. Study of Selection . 

XX. Dictation Exercise . 

XXL Words that Describe . 

XXII. Composition 

XXIII. Study of Words that Describe 

XXIV. Words that Point Out 
XXV. The, and An ox A . 

XXVI. Composition . 

XXVII. Review .... 

XXVIII. Words that Assert . 



CONTENTS. 



Lesson 


Page 


XXIX. 


Words that Assert ... 88 


XXX. 


Review ..... 








. 89 


XXXI. 


How Flies Walk . . ■ . 








90 


XXXII. 


Composition .... 








9 1 


XXXIII. 


Words that Show How . 








91 


XXXIV. 


Words -that Show When . 








93 


XXXV. 


Words that Show Where 








94 


XXXVI. 


Composition .... 








95 


XXXVII. 
XXXVIII. 


Review ..... 
Words Used Instead of Names 








. 9 6 
97 


XXXIX. 


Words Used Instead. of Names 








9 8 


XL. 


Composition .... 








99 


XLI. 


Words after Is and Was 








100 


XLII. 


Words Used as Objects . 








IOI 


XLIII. 


Words that Show Relation 








102 


XLIV. 


Object Forms 








104 


XLV. 


Composition .... 








i°5 


XLVI. 


Study of Selection . 








i°5 


XLVII. 


Words that Denote Possession 








107 


XLVIII. 


Dictation Exercise 








108 


XLIX. 


The Exclamation . 








109 


L. 


Study of Selection . 








no 


LI. 


Review ..... 








in 



Part First. 



FOR THIRD YEAR PRIMARY. 



LESSON I. 

THE SENTENCE. 

Tell something about your book. Tell something about your pencil. 
Tell something about your desk. 

Think of some object at your home. Tell something about the 
object. Think of something that you saw on your way to school. Tell 
what you saw. 

Tell what you think about the weather to-day. Ask something that 
you would like to know about the weather to-morrow. 

When you use words to express a thought, you make a sentence ; 
as, — 

1. The table stands in the corner. 

2. Has the table a drawer ? 

Read the sentences. What is the first sentence about? What is the 
second sentence about? 

Make a sentence about birds ; about a dog ; about a knife ; about 
roses ; about the sun. 

WRITTEN EXERCISE. 

Copy these sentences. Write yonr very best : — 



LESSONS IN ENGLISH. 




^^ 



!^^^^^^ 




yr ymr/yy ^yJ/'yy yy/yyyyfy^/yy £y^ 



"/yjyy^y/yy^/yyy/ yy^yy/yy/yfjy ? 



-2r^yy /^y / /yy/ 7yyJ7 yyYy/^ 



7 



LESSON II. 

STATEMENTS. 

i. The river is deep. 

2. The robin has flown away. 

3. Henry has a new ball. 

About what does the first sentence tell something? What is told 
about it? 

About what does the second sentence tell something? What is told 
about it? 

About whom does the third sentence tell something? 

Give a sentence telling something about your hat. Give a sen- 
tence telling what you like to do. Give a sentence that will tell 
your age. Give one that will tell where you live. 

A sentence that tells or states something is called a statement. 

With what kind of letter does the first statement in this lesson 
begin? the second statement? the third statement? 



QUESTIONS. 



What mark is placed after the first statement? after the second 
statement ? after the third statement ? 

A statement should begin with a capital letter. 
A period should be placed after every complete state- 
ment ; thus, — 



7^ 




^s/jj/l//'/^/?fr!/w/r';>^/yS///ysj/-//ssf/ 



WRITTEN EXERCISE. 

Write a statement about a dog. 
Write a statement about a fish. 
Write a statement about oranges. 
Write a statement about a rose. 
Write a statement about a boy. 



LESSON III. 

QUESTIONS. 

i. The horses ran away. 3. Did they run far? 

2. What made the horses run ? 4. Was any one hurt ? 

What is the first sentence about ? W 7 hat is said about the horses ? 

What is the second sentence about ? Does the second sentence tell 
anything about the horses ? What does it do ? 

What does the third sentence do? What does the fourth sentence 
do? 

Ask something about a watch ; about a kite ; about a butterfly. 

What is a sentence that asks something called ? 



LESSONS IN ENGLISH. 



With what kind of letter does the first question begin? the second 
question? the third question? 

What mark is placed after the first question? after the second 
question? after the third question? 

The mark ? is called an interrogation point. 

A question should begin with a capital letter. 
An interrogation point should be placed at the end of a 
question ; thus, — 



€ ^zu^:^h^^^z^^5& . 



y?ry ?. 



TZZ^L 



WRITTEN EXERCISE. 

Wrife a question about a house. 
Write a question about a girl. 
Write a question about the cars. 
Write a question about the wind. 
Write a question about trees. 



LESSON IV. 



NAMES. 

All persons and things have names by which they are known. 
What is your name? What is your father's name? 
Mention the name of some great man of whom you have heard. 
Tell the name of some place that you have visited. 
What is the name of the river nearest your home? 
Name five objects that you see in your schoolroom. 
Give the names of two kinds of flowers ; of two kinds of trees ; of 
two animals ; of two parts of a house ; of two pieces of furniture. 



NAMES. 

WRITTEN EXERCISES. 
I. 

Write in columns the names of — 

i. Five things that you eat. 

. 2. Five things that you wear. 

3. Five things that you play with. 

4. Five things that you saw on your way to school. 

11. 

Write the names of — 

1. Two trees used for shade. 

2. Two animals used for food. 

3. Two things made of iron. 

4. Two things that grow in the fields. 

5. Two things that are found in the earth. 

6. Two things that you see in the sky. 



III. 






Use these names in statements : — 






coat, tree, 




knife, 


hat, apple, 




kite. 


Example. — My coat is 


warm. 





Use these names in questions: — 

ball, dog, rabbit, 

horse, top, drum. 

Example. — Is your ball hard ? 



LESSONS IN ENGLISH. 



LESSON V. 

A PICTURE LESSON. 




PLAYING SOLDIER. 



What are these children playing ? Which boy is the captain ? 
What has he for a gun ? 

How many children are marching together in the second 
row? What has the little girl over her shoulder? What have 
the boys over their shoulders ? 

How many children are there in the last row ? What is the 
boy carrying ? What does the girl carry ? 

What music do you think the children are keeping step to ? 

Look at the picture carefully, tlien write answers to the ques- 
tions above. Make each answer a complete statement. 



HOW TO WRITE NAMES. 



LESSON VI. 

HOW TO WRITE NAMES. 

i. Charles Adams is skating. 

2. Where is George Moore going ? 

3. Will you go, Alice ? 

Read the sentences above. Which words in these sentences are 
names? Tell what each is the name of. 

What boy's name do you find in the first sentence? With what 
kind of letter does his first name begin? His last name? 

What girl's name do you see in the sentences? With what kind 
of letter does that name begin? 

Copy the names in the sentences. 

Write your name. Write the name of a child in your class. 

Each word in the name of a person should begin with 
a capital letter. 

DICTATION EXERCISE.* 

1. Do you go home to dinner ? 

2. He gave the picture to Henry Brown. 

3. Fanny and Ruth are coming. 

4. Where is my hat ? 

5. May Fred go home with me ? 



To the Teacher, — Read each sentence slowly once, then have pupils write it. 



LESSONS IN ENGLISH. 



LESSON VII. 

IS AND ARE. 

i. Herbert is in the house. 

2. Herbert and Alfred are in the house. 

3. My pencil is dull. 

4. Those pencils are sharp. 

Who is spoken of in the first statement? Who are spoken of in 
the second statement? 

In which of the two statements do we use is ? In which do we 
use are? Why do we use is in the first statement and are in the 
second statement? 

What is the third statement about ? How many pencils are spoken 
of? 

What is the fourth statement about? 

Tell whether we use is or are in stating something about one pencil. 

What word is used instead of is in speaking of more than one 
pencil ? 

Look again at the sentences given in this lesson, and tell when 
we use is. Tell when we use are. 

WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with is or 
are. Be careful to use is ifi statements about one, and are in 
statements about more than one : — 

i. The bird in the cage. 3. The boys happy. 

2. Clarence my friend. 4. The sweet apples ripe. 

5. The bell ringing. 






REVIEW. 9 

LESSON VIII. 

REVIEW. 

Use is in a statement about a sled ■ about a hat. 

Use is in a question about a horse ; about a carriage. 

Use are in a statement about the trees ; about two girls. 

Use ai-e in a question about the cars ; about the clouds. 

When should you use is? When should you use are? 

What is a sentence that states something called? What is a sen- 
tence that asks something called? What mark should be placed 
after a statement? What mark should be placed after a question? 

WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with is or 
are : — 

1. The birds singing. 

2. your knife sharp ? 

3. Alice and Bertha going ? 

4. The soldiers marching. 

5. My hat torn. 

6. Papa at home. 

7. Papa and Mamma at home. 

8. your brother here ? 

9. your sisters here ? 

10. These books new. 



10 



LESSONS IN ENGLISH. 



LESSON IX. 

THE WORD I. 

i. My name is James Gray. 

2. I live in the city. 

3. Willie and I are playmates. 

4. Willie is larger than I am. 

What name do you see in the first sentence? With what kind of 
letter does the word James begin ? What is the first letter of James's 
last name? What kind of letter is that? 

When you speak of yourself, do you use your own name? What 
word do you use instead of your own name? 

Who is supposed to speak in the first sentence? 

What word is used instead of James's name in the second sen- 
tence? in the third sentence? in the fourth sentence? With what 
kind of letter is /written in those sentences? 

- When you write your name, with what kind of letter should you 
begin each word in it? When you write the word / instead of your 
name, what kind of letter should you use ? 

Copy the following sentences : — 



e^^^^^^ 








-%ZL 



^^ , ^ ?^ ^ 



2t 



wz ^^^g^^^^^^^^^^ z^ 



SELECTION TO BE MEMORIZED. 



11 



LESSON X. 



COMPOSITION. 



Write answers to the following questions. Make each answer 
a complete statement : — 

i. What is your name ? 3. Where do you live ? 
2. How old are you ? 4." What is your father's name ? 

5. Who is your teacher? 



LESSON XL 

SELECTION TO BE MEMORIZED. 




How can you do your best at home?* How can you do your 
best at school? How often should you do your best? 

Copy the lines above, and commit them to memory. 



* Pupils should answer these questions orally, in complete sentences. 



12 LESSONS IN ENGLISH. 

LESSON XII. 
WAS AND WERE. 

i. Agnes was in the garden. 

2. Agnes and Alice were in the garden. 

3. The bird was .shy. 

4. The birds were shy. 

Who is spoken of in the first sentence? Who are spoken of in the 
second sentence? In which sentence is was used? What word is 
used instead of was in the second sentence? Why is was used in 
the first sentence and were in the second sentence? 

What is the third sentence about? How many birds are spoken 
of? Tell whether we use was or were to state something about one 
bird. 

What is the fourth sentence about? What word is used instead 
of was in stating something about the birds? 

In which of the sentences above is was used? How many things 
are spoken of in each of those sentences? What word do we use 
instead of was when we speak of more than one? 

WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with was or 
were : — 

i. Carlo lonesome. 3. those marbles yours ? 

2. Fred and Harry away. 4. The snow flying. 

5. Our hands cold. 



REVIEW. 



13 



LESSON XIII. 

DICTATION EXERCISE. 

I walked with Kitty White. 
Did you see my brother ? 
Have you been to the woods ? 
Did you find any flowers ? 
Did you hear the birds sing ? 



LESSON XIV. 



REVIEW. 



ORAL. 



Use is in asking a question about an animal; about a flower. 

Use are in making a statement about yourself and a playmate. 
Mention yourself last. 

Use was in asking a question about a river; about the wind. 

Use were in asking a question about the stars. 

Use were in making a statement about two boys. 

' When should you use was ? When should you use were ? 

With what kind of a letter should you begin each word in your 
name? How should you write the word I? 

WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with is, are, 
was, or were : — 



1. The boy — 

2. The leaves 



waiting for the basket. 
— falling. 



14 



LESSONS IN ENGLISH. 



Harry going to the post-office. 

Harry and James going to the post-office. 

that a honey-bee ? 

The snow very deep. 

The snow-drifts high. 

the horses afraid ? 

Helen and I going to ride. 

We- 



not afraid of the cold. 



LESSON XV 



NAMES OF CITIES AND OF STREETS. 



2. 



Harry Graham lives in Boston. 
He lives in Beacon Street. 
My cousin lives in New York. 



What does the first statement tell ? What is the name of the city 
in which Harry lives ? With what kind of letter does the word Bosto^i 
begin? Copy the word Boston. 

What does the second statement tell ? With what kind of letter does 
the word Beacon begin? With what kind of letter does the word street 
begin? Copy the name of the street in which Harry lives. 

What city is mentioned in the third statement? How many words 
are there in the name of that city? With what kind of letter does each 
word in the name begin? Write New York. 



COMPOSITION. 15 



Copy the following names, and tell what each is the name of. 




ya<n/ CM<tz9Uxd^ 



A 




EXERCISE II. 



1. Write the name of the city or tozvn in which you live. 

2. Write the names of the leading business streets in your place. 

3. Write the names of three streets in your city or town, which 
are desirable for residence. 

4. Write the name of the largest city that you have visited. 



LESSON XVI. 

COMPOSITION. 

Write answers to the following questions. Make each answer 
a complete statement : — 

In what city or town is your home ? In what street do you 
live ? What school do you attend ? How far is it from your 
home to the school ? Do you walk or ride to school ? 



16 LESSONS IN ENGLISH. 

LESSON XVII. 

CHRISTIAN NAMES AND SURNAMES. 

i. That boy is Charles Taylor. 

2. His brother's name is Henry Arthur Taylor. 

3. He has a sister named Edith Taylor. 

4. John Henry Taylor is their father. 

What is the name of the boy spoken of in the first statement ? Whose 
name is given in the second statement ? What is the last name of both 
boys? 

What girl is mentioned in the third statement? What is her last 
name? Who is spoken of in the last statement? Who is John 
Henry Taylor? How does it happen that all the persons mentioned 
in the sentences have the same last name ? 

What is your last name ? What is your father's last name? Which 
part of your name belongs to your parents and to your brothers and 
sisters, as well as to yourself ? 

The name that belongs to all members of the same family is called 
the family name or surname. 

Tell the first name of each of the boys mentioned above. Why are 
their first names not alike? Who gave them these names? 

The part of a name given to a child by its parents is called the 
Christian name. The Christian name is sometimes made up of two 
words. 

What Christian name do you see in the first sentence? What one 
in the second sentence ? What one in the third sentence ? What one 
in the fourth sentence ? 

What surname do you find in the sentences ? 

With what kind of letter should each word in a name begin ? 



A PICTURE LESSON. 



17 



WRITTEN EXERCISE. 

Write answers to the following questions. Make each answer 
a complete statement : — 

i. What is your father's surname? 

2. What was your mother's surname befoie she was married? 

3. What are the surnames of five families that live near you ? 

4. What is your father's Christian name ? 

5. What is your mother's Christian name ? 

6. What is your full name ? 



LESSON XVIII. 

A PICTURE LESSON. 



• ' ^ 




What is this little boy doing ? What are the goats drawing ? 
What kind of wagon is it ? Why does not the boy ride ? 

How can such a small boy manage two goats ? Who do you 
think harnesses them ? 

What do you think the boy carries in his wagon ? 

Write answers to these questions. Make each answer a com- 
plete statement. 



18 LESSONS IN ENGLISH. 

LESSON XIX. 

HOW TO WRITE INITIALS. 

i. My father's name is James Richard Wilson. 

2. He writes his name James R. Wilson. 

3. My uncle's name is Charles Henry Ford. 

4. He writes his name C. H. Ford. 

What does the first sentence tell ? What does the second sentence 
tell? What does R. stand for? What kind of letter is used? What 
mark is placed after the letter? 

Whose name is given in the third sentence? Read the name. 

What does the fourth sentence tell? What does C. stand for? What 
mark is placed after the letter C? What does H stand for? What 
mark is placed after the letter H? 

The first letter of a word is called its initial letter. What is the 
initial letter of the name Richard? of the name Charles? of the name 
Henry ? 

When, instead of a word in a name, you write the initial 
of that word, use a capital letter. 
Place a period after each initial. 

WRITTEN EXERCISE. 

Copy these names, and, instead of the words in italics, write 
the initials of those words : — 

Example.— Edith Hart Carter. 
Edith H. Carter. 



SELECTION TO BE MEMORIZED. 19 

Edith Hart Carter. Frank Richard King. 

Mary Elizabeth Watkfns. Charles Frank Sherwood. 

Alice Carr Williams. Ernest Page Dalton. 

Ellen Gertrude Lyon. John Howard Miller. 

Fanny Lee Robinson. Arnold Brooks Sanford. 

EXERCISE II. 

1. Write the full names of ten persons whom you know. 

2. Write each of those names as the owner writes it. 



LESSON XX. 

SELECTION TO BE MEMORIZED. 
Read the following lines : — 

What do happy birdies say, 

Flitting through the gloomy wood ? 

"We must sing the gloom away — 
Sun or shadow, God is good." 

M. M. D., mSt. Nicholas. 

What do the birdies say they must do when they are in the dark 
wood, without any sunshine ? * What can little children do when it is 
rainy, or when they are unhappy ? 

Copy these lines. Notice the arrangement of the lines, and 
begin each line zvith a capital letter. 
Commit the lines to memory. 

* To the Teacher. — The pupils should answer these questions orally, in complete 
sentences. 



20 



LESSONS IN ENGLISH. 




GOING TO MEET PAPA. 
From Harper's Young People. 



A PICTURE LESSON. 21 



LESSON XXI. 

A PICTURE LESSON. 

What are this little girl and her dog doing ? Where do you 
think they came from ? Is the little girl's home in the city or 
in the country ? 

What time of the year is it ? What shows you this ? Is it 
a sunny or a cloudy day ? How do you know ? 

What kind of dog is it — large or small, cross or good- 
natured ? Do you think that the little girl and the dog like to 
go out together ? 



Write answers to the questions. 



ii. 



Write a story suggested by this picture. Call your story Going 
to Meet Papa, Call the little girl by some name that you like. 



HINTS. 



Where does this little girl live? What kind of home has she? 

What is her papa's business ? Where does he work, and at 
what time in the day does he come home ? 

What kind of day was it when the little girl went to meet her 
papa ? What did she take with her ? What did she do when 
she saw her papa ? What did Carlo do ? 



22 LESSONS IN ENGLISH. 

LESSON XXII. 

THE WORDS UNCLE AND AUNT. 

i. Aunt Clara brought me a watch. 

2. It was a present from Uncle George. 

What is told in the first sentence ? Who brought the watch ? Copy 
the name Aunt Clara. 

Read the second sentence. Who sent the watch? Copy the name 
Uncle George. With what kind of letter does the word uncle begin ? 

Give the name of one of your uncles. When you speak to your 
uncle, what do you call him ? Write that name. Mention the name of 
one of your aunts. What do you call her ? Write that name. 

When you write the word uncle, or the word aunt, as 
part of a name, begin it with a capital letter. 

WRITTEN EXERCISE. 

Write about a visit to one of your aunts. Begi?i as follows : — 
My Visit to Aunt 's. 

Fill the blank with the name of your aunt. 

i. Tell where your aunt lives. 

2. Tell when you visited her. 

3. Tell what you did when you were there. 

REVIEW EXERCISE. 

Read these sentences, mention every word used as the name of 
anything, and tell what it is the name of: — 



THE "WORDS MR. AND MRS. 23 



Example.— Church is the name of a building used for worship. 



9 

TO, 



This church is closed. 

My hat was bought in New York. 

We spent our vacation at Aunt Fanny's. 

We rode in Uncle John's new carriage. 

The horses are afraid to cross the bridge. 

Laura is learning to sew. 

Herbert took the letter, and ran into the house. 

Grace opened the window, and the little birds flew away. 

Do you hear the bells ? 

The sun is shining. 



LESSON XXIII. 

JUjB. AND MRS. 

Mister White. Mr. White. 

Mistress White. Mrs. [mis'sis) White. 

1. Mr. White told his wife that he had bought a new 

horse. 

2. Mrs. White asked whether the horse was gentle. 

What man is spoken of in the first sentence? What letters are used 
before his surname ? For what word is Mr. used ? 

If you were to speak to Mr. White's wife, what would you call her? 
What does Mrs. stand for ? How is Mrs. pronounced ? 

Mr. and Mrs. are placed before the names of men and women as 
a mark of respect. 



24 LESSONS IN ENGLISH. 

Name the two words of which Mr. and Mrs. are the shortened 
forms. What letters are used instead of the word Mister? What 
letters are used instead of the word Mistress ? What mark is placed 
after each? 

When a word is shortened, it is said to be abbreviated. The short- 
ened form of a word is called an abbreviation. 

A period should be placed after an abbreviation. 

DICTATION EXERCISE. 



Mr. Brown has a new house. 
Mr. and Mrs. Brown live alone. 
Mr. John I. Wood is a grocer. 
Papa had a letter from Uncle Frank. 
I am going to visit Aunt Laura. 



LESSON XXIV. 

COMPOSITION. 



Read this story : — 

THE LION AND THE MOUSE. 

One day, as a lion lay sleeping, a mouse ran across his nose 
and woke him up. The lion laid his paw on the mouse, and 
was about to crush him. But the mouse begged so hard for 
his life that the lion let him go. Not long after, the lion was 
caught in a net laid by some hunters. He roared and strug- 
gled, but his struggles only fastened him more firmly in the 
net. Just then up came the little mouse. He went to work 
gnawing the ropes, and in a short time set the lion free. 



NAMES OF THE DAYS. 



25 



What took place once when a lion was sleeping?* What did the 
lion do when he saw the mouse ? Why did he let the mouse go ? What 
happened to the lion afterward ? How did the mouse repay the kind- 
ness of the lion? 

WRITTEN EXERCISE. 

Write the story of The Lion and the Mouse. First write 
the subject of the story, and then write the story in your own 
words, f 



LESSON XXV. 

NAMES OF THE DAYS. 









c^^^^^ 

^ 



With what kind of letter does the name of each day begin? How 
many days are there in a week? Name the days of the week. 

Copy the names of the days of the week. 



* To the Teacher. — The pupils should answer these questions orally, in complete 
sentences. 

f The pupils should read their stories to the class. 



26 LESSONS IN ENGLISH. 

LESSON XXVI. 

WRITTEN EXERCISE. 

Write seven statements, telling in each one thing that you did 
on some day of last week ; as, — 

i. Last Sunday I went to church. 
2. I lost my knife on Monday. 

EXERCISE II. 

Write the names of the days, and opposite each write its abbre- 
viation, as follows : — 

Sunday Sun. 

Monday Mon. Thursday .... Thurs. 

Tuesday Tues. Friday Fri. 

Wednesday . . . Wed. Saturday .... Sat. 



LESSON XXVII. 
HAS AND HAVE. 

i. A squirrel has sharp teeth. 

2. Squirrels have sharp teeth. 

3. The boy has gone home. 

4. The boys have gone home. 

Read the first two sentences. What is the first statement about? 
What is said about the squirrel ? What is the second statement about ? 



HAS AND HAVE. 



27 



Which of these sentences states something about one thing? Which of 
them states something about more than one ? Why is has used in the 
first statement and have in the second? 

Read the third and fourth sentences. In which of these sentences 
is has used? Why? In which is have used ? Why? 

Change the following sentences, making each state something 
or ask something about more than one tJimg : — 

i. The book has a red cover. 

2. The car has started. 

3. Has the girl come ? 

4. A spider has eight legs. * 

5. Your friend has been here. 

6. Has the clock stopped ? 

Example. — The books have red covers. 



WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with has or 
have : — 

The cow horns. 

The cow and the horse hoofs. 

Carrie a new slate. 



The girls learned a new song. 

John and Frank • been here. 



Your mother 



;one to ride. 



Uncle Edward come ? 

the men finished their work ? 

Emma lost her gloves.. 

The table square corners. 



28 LESSONS IN ENGLISH. 



LESSON XXVIII. 

COMPOSITION. 

Write something about your pets* If y oil have pigeons, or a 
canary bird, or a dog, or a cat, or rabbits, write answers to 
the questions given on those subjects. But if you have none of 
the pets named in this lesson, write about the ones you have. 

Write carefully, a?id be sure to begin every sentence .with a 

capital letter. 

i. 

MY PIGEONS. 

9 

How many pigeons have you ? Where do they stay ? What 
kind of house do they live in ? Where is it ? What do they 
eat ? Are they tame ? Will they eat out of your hands, and 
light on your shoulders ? How do the old pigeons teach the 
young ones to fly ? What kind of noise do pigeons make ? 

ii. 

MY CANARY BIRD. 

Have you a canary bird ? How old is it ? Of what color is 
it ? What is its name ? Who takes care of it ? What do 
you do for it ? What does it eat ? How often does it take a 
bath ? How does the bird answer when you talk to it ? Where 
do you keep its cage ? In what part of the day does it sing 
most ? How does it sit when it sleeps ? 

* To the Teacher. — Before taking up this lesson, talk with the children about 
their pets. Find out what pets they have, and lead the pupils to tell about them. 
Then let each child write about his or her own pets. 

The pupils should read their exercises to the class- 



WORDS TO USE WITH YOU. 29 

in. 

OUR DOG. 

Have you a large or a small dog ? What is its name? 
Where does it sleep at night ? Is it glad to see you when you 
come home from school ? What makes you think so ? How 
does it act when strangers come to the house ? Has it any 
tricks ? What are they ? 

IV. 

OUR CAT. 

What is your cat's name ? Of what color is the cat ? With 

what do you feed it ? What food does it get for itself ? How 

does it catch a mouse ? What does it do with the mouse before 

it kills it ? Does your cat stay in the house ? Where does it 

like to lie best ? What does it do when it is happy ? Tell any 

little story about your cat. 

v. 

MY RABBITS. 

How many rabbits have you ? Where did you get them ? 
How old are they ? What do you call them ? Where do you 
keep them ? What do they like to eat ? How did you tame 
them ? How do they play with you ? 



LESSON XXIX. 

WORDS TO USE WITH YOU. 



i. Has John a pencil ? 
2. Have the boys pencils ? 



30 LESSONS IN ENGLISH. 

About whom is the first question asked? If you should speak to 
John, and ask him the question, what would you say? 

Read the second question. What would you say if you were asking 
the boys that question ? 

Did you use has or have with you when it meant one person? When 
it meant more than one ? 

i. Where is John going? 

2. Where are the boys going ? 

Change these questions. Do not speak about the boys, but speak to 
them. Write the questions that you would ask. 

Did you use is or ai'e in your first question ? Which of those words 
did you use in your second question ? 

i. Where was John last night? 

2. Where were the boys last night ? 

What would you say in asking John the first question? In asking 
the boys the second question ? Did you use was or wei-e with you in 
your first question? In your second question? 

With the word you should we use has or have ? is or are ? was or 
were ? 

Use have, are, and were with the word you, whether it 
means one or more than one. 



WRITTEN EXERCISE. 

Write a statement, using you with have. 
Write a statement, using you with are. 
Write a statement, using you with were. 
Write a question, using you with have. 
Write a question, using you with are. 
Write a question, using you with were. 



A PICTURE STORY. 



31 



Frank 



kite 



face 



long- 



string 



fly 



LESSON XXX. 

A PICTURE STORY. 



brother 




watching 



FRANK'S NEW KITE. 



^xSBCMilK house 



Who are these boys ? What is each boy doing ? Whose 
kite is it ? Who made the kite, and what did he draw on it ? 
What must Frank do to make his kite go higher ? 

What building do you see in the picture ? Whose home do 
you think it is ? Who may be watching the kite from the 
window ? 

Write answers to the questions. 



32 LESSONS IN ENGLISH. 

LESSON XXXI. 

REVIEW. 

State something about — 

a chair, bread, birds, a picture, horses, 

the street, grass, morning, papers, the fire. 

What is a sentence that states something called ? What mark should 
be placed at the close of a statement ? 

Think of something that you would like to know about a river. Ask 
three things about a river. Ask something about — 

a boat, a rat, oranges, the moon, 

a house, an owl, a violet, the stars. 

What is a sentence that asks something called ? What mark should 
be placed after a question? 

Write a statement about your school. 
Write a question about your school. 

WRITTEN EXERCISES. 

I. Copy the follozving sentences, and fill the blanks with is, are, 
was, or were : — 

i. Ralph a good writer. 

2. You a good speller. 

3. the pony lame ? 

4. you going to school to-morrow ? 

5. My hat too small. 

6. You singing a new song. 

7. you in Broadway yesterday ? 

8. The girls playing. 

9. You in the wrong street. 

10. your father at home ? 



SELECTION TO BE MEMORIZED. 33 

II. Change these sentences, making each state something or 
ask something about more than one thing : — 

1. The robin is singing. 

2. Was the boy at home ? 

3. Is the peach ripe ? 

4. The paper has not come. 

5. The door was locked. 

6. The car has started. 

7. Has the plant dark green leaves ? 

8. The girl is making an apron. 



LESSON XXXII. 

SELECTION TO BE MEMORIZED. 

Read these lines : — 

Little hands, little heart, 

Keep them pure and white, 
Fit for heavenly errands, 

And the angels' sight. 

Susan Coolidge, in St. Nicholas. 

Will little hands be pure and white if they strike in anger? Will 
little hearts he pure and white if their owners say naughty words? 

Copy the lines, and commit them to memory. 



34 



LESSONS IN ENGLISH. 



LESSON XXXIII. 

NAMES OF THE MONTHS. 




C^%^^^^r' 









u^ruy 




Jee* 




With what kind of letter does the name of each month begin? 
Name the spring months ; the summer months ; the autumn months ; 
the winter months. 

i. 

Copy the names of the months. 



i . Write the names of the spring months. 

2. Write the names of the summer months. 

3. Write the names of the autumn months. 

4. Write the names of the winter months. 

5. Write the name of the month you like best, and tell why 
you like it best. 



THE SEASONS. 



35 



Learn these abbreviations of the names of the months : — 

January .... Jan. July * Jul. 

February . . . Feb. August Aug. 

Mar. September . . . Sept. 

Apr. October ..... Oct. 

— November . . . Nov. 

Jun. December . . . Dec. 



March* 

April*. 
May* . 
June* . 



LESSON XXXIV. 



THE SEASONS. 



What flowers blossom in spring ? | What do you see on fruit-trees ? 
What do the birds do in spring ? 

What kind of weather do we have in summer? What insects do 
you see flying about? What fruits ripen in the summer months? 

What are the colors of the leaves in the early part of autumn ? What 
becomes of the leaves later ? What does the farmer harvest in autumn ? 

What kind of weather do we have in winter? What sometimes covers 
the ground ? Why are the little streams said to be asleep ? Name some 
of the winter sports. 

WRITTEN EXERCISE. 

Write answers to the following questions. Begin the words 
spring, summer, autumn, and winter with small letters : — 

i. What three signs of spring have you noticed ? 

2. What ripe fruits have you seen in the summer months ? 

3. What insects have you heard chirp in autumn ? 

4. What have you noticed about the length of the days in winter ? 



* May is never abbreviated; and March, April, June, and July should gener- 
ally be written in full. 

\ Pupils should answer these questions orally, in complete statements. 



36 



LESSONS IN ENGLISH. 



LESSON XXXV. 

A PICTURE STORY. 




i^iifiiiipipiiiiiiiiiPiiiP 



iwwwiw 



A LITTLE ARTIST. 



What is the little artist doing ? Upon what is he drawing a 
picture ? Whose picture is he drawing ? 

Describe the little girl, and tell where she is sitting. 
How is the larger boy helping about the picture ? 
What kind of picture do you think it will be ? 



SONG OF THE GRASS BLADES. 37 

Write a story about these children. Give them names, and 
call them by those names. Tell — 

Who they are ; 

Where they live ; 

What they do for amusement ; 

What led the boy to draw the little girl's picture. 



LESSON XXXVI. 

SONG OF THE GRASS BLADES. 

" Peeping, peeping, here and there, 
In lawns and meadows everywhere, 
Coming up to find the spring, 
And hear the robin redbreast sing ; 
Creeping under children's feet, 
Glancing at the violets sweet, 
Growing into tiny bowers, 
For the dainty meadow flowers : — 
We are small, but think a minute 
Of a world with no grass in it ! " 

At what time of the year does the grass come up ? 

What is meant by the grass blades' peeping here and there ? Where 
have you seen the grass blades come up? Do you like to think of a 
world with no grass in it ? 

Copy the Song of the Grass Blades, and commit it to 
memory. 



38 LESSONS IN ENGLISH. 

LESSON XXXVII. 

HOW TO WRITE DATES. 

i. Abraham Lincoln was the sixteenth president of 
the United States. 

2. He was born February 12, 1809. 

3. He died April 15, 1865. 

Read the sentences. Who was Abraham Lincoln? 

In what month was he born? On what day of the month? In 
what year? 

In what year did he die ? How do you know, from the third sen- 
tence, on what day of the month he died? How is the day of the 
month written? How is the year written? What mark separates the 
figures which tell the day of the month from those which give the 
year? 

In the dates above, 12 and ij are abbreviations of twelfth and 
fifteenth. These dates should be read not February twelve and April 
fifteen, but February twelfth and April fifteenth. 



Read the following dates 



October 12, 1834. 
December 20, 1620. 
September 3, 1808. 
July 4, 1776. 
February 22, 1732. 
January 1, 1878. 
June 17, 1800. 
May 30, 1887. 



COMPOSITION. 39 



WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks : — 

i. This letter was written May 4, 1880. 

2. Next Christmas will be December 25, 18 — . 

3. School began September 1, 18 — . 

4. I was born , . 

5. To-day is , . 



LESSON XXXVIII. 

A LETTER. 

Copy the letter on the next page. Notice how the different 
parts are arranged, arid place them in the same zvay on your 
slate or paper. 

Be careful to use capital letters and marks of punctuation as 
they are used in the letter given. 



LESSON XXXIX. 

COMPOSITION. 

Write a letter to one of your playmates. 

Tell about somethi?ig that you have at home. 

Begin and close your letter like the model given on the next 
page. 

Use in your letter the name of the city or town in which you 
live, your ozvn name, and the name of one of your friends. 



40 



LESSONS IN ENGLISH. 



















^ / 



'/y^sm^ul/ 





7^ 



r w^>: 






'/M4rfr/2Mn^/C4W4^/&44€£'sd£t/, 



P 




ADDRESSES. 



41 



LESSON XL. 

ADDRESSES. 

The Address of a person is made up of his name and his 
residence ; as — 



Stamp. 



<£*£ 



60 



2. 






Stamp. 







42 LESSONS IN ENGLISH. 

When the words street, ave?iue, and county occur in addresses, 

they are usually abbreviated, as follows : — 

Street St. 

Avenue Av. 

County Co. 

Note. — Sometimes the name of the state is abbreviated also. But unless the 
name of the state is long, it is better to write it in full. 

Read the first address in this lesson. Whose address is it? What 
word is placed before Walter's name ? In what street does Walter live ? 
What is the number of his house? In what city does he live? In 
what state ? 

Read the second address. What word is placed before Margaret 
Barton's name? What does the second line of the address tell? What 
does the third line tell ? Why is a period placed after Co ? What does 
the fourth line tell? What mark is placed after the first, the second, 
and the third line ? What mark is placed after the last fine ? 

If you were writing your mother's address on an envelope, what 
would you place before her name? If you were writing your father's 
address, what would you place before his name ? 

WRITTEN EXERCISE. 

1. Draw on your slate two figures, each of the shape and size 
of an envelope. Make each figure about 5 ^2 inches long, and 
$}( inches wide. Or, lay an envelope on your slate, a?id mark 
around it. 

2. Copy, in those figures, the two addresses given at the head 
of this lesson. In each, write the first line of the address near 
the middle of the figure, and be careful to place the other lines 
just as they are placed in tJie models give?i. Use commas and 
periods as they are used in the addresses given. 

3. Mark the place for the postage-stamp. 



COMPOSITION. 43 



EXERCISE II. 



1. Write your own address as it should be writte?i on an 
envelope. Write your real name, not your pet name. 

2. Write the address of your father or of your guardian. 

3. Write the addresses of five of your playmates. 



LESSON XLI. 

COMPOSITION.* 

Write letters from the hints given below. Begin and close 
each letter like the model given on page 40. 

HINTS FOR LETTERS. 
I. 

Julian to Louis. 

If to-morrow is a pleasant day, Willis and 

Julian are going to take their tent and camp out in the Maple 

Grove. They would like to have Louis go with them. Willis 

will carry their dinner in his father's old knapsack. Julian will 

take along his new book, " Hans Brinker." 

Will Louis please take his bow and arrow with him ? 

n. 

Louis to Julian. 

Louis would like nothing better than to 

camp out with Julian and Willis. He will go, and will take his 

bow and arrow with him. His mother has promised to give 

him a nice lunch, to put into Willis's knapsack. 

* To the Teacher. — Pupils should write letters as often as once a week, until they 
become so familiar with the proper form of a letter that they use it unconsciously. 
Always suggest to the pupil a subject that will interest him, so that he may write 
easily and naturally. 



44 LESSONS IN ENGLISH. 



in. 

Ruth to Bertha. 

So warm to-day that Ruth went to look 

at her pansy-bed. Found the snow all gone, and the pansies 

in blossom. Sends some pansies to Bertha by Frank. 

IV. 

Bertha to Ruth. 

Thanks Ruth for the pansies. Thinks 

they are beautiful. Has put them into her little Japanese cup. 

Sends Ruth her last number of " St. Nicholas." 

v. 

Suppose that your uncle has sent you a book for a birthday 
present. Write a letter to your uncle, thanking him for the 
gift, and telling him how you like the book. 

VI. 

Write a letter to one of your playmates, and ask him or her 
to spend next Saturday afternoon with you. Tell your friend 
of something that you will do together, if he or she will come. 



LESSON XLII. 

THE COMMAND. 

Give a command that you might use in speaking to a dog ; as, Lie 
down. 

Give a command that you might use in speaking to a person ; as, 
Close the door. 

Give a command about a ball ; about a bell : about a chair. 



THE COMMA. 



45 



Give a request that you might make of one of your playmates ; as, 
Please hold my books. 

What request might you make of your teacher? of one of your 
parents ? 

WRITTEN EXERCISE. 

I. Copy these commands and requests : — 
i. Lay the book on the table- 



Ring the bell softly. 

Go with your friends. 

Wear your warm coat. 

Please open the box. 

Bertha, please play for us. 

Form the habit of standing erect. 



2. Write commands or requests, using in each, one of the fol- 
lowing words : — 

apples, fire, paper, drum, pictures, 

water, horses, roses, flag, hats. 



LESSON XLIII. 



THE COMMA. 



i. Papa, may I ride with you ? 

2. Your box, Ellen, is on the table. 

3. Hang up your hat, Robert. 

Read these sentences, and tell what each sentence does. 
Who is spoken to in the first sentence ? What mark separates the 
word Papa from the rest of the sentence ? 



46 



LESSONS IN ENGLISH. 



What is the name of the person spoken to in the second sentence? 
How many commas are used to separate the word Ellen from the rest 
of the sentence? 

What is the name of the person spoken to in the third sentence? 
How is this name separated from the rest of the sentence ? 

When you speak to a person, you are said to address him. 

The name of a person addressed should be separated 
from the rest of the sentence by a comma or commas. 



WRITTEN EXERCISE. 



Copy the following sentences. Insert commas where they ar 
needed, and place the proper mark at tJie end of each sente7ice : — 



Look at this tree John 

Mother will you go with us 

Good-night Arthur 

Hear the birds sing 

Your book Carrie is very interesting 

Walter where is the hammer 

Did you have a pleasant walk Fanny 

Be kind to the unfortunate 



LESSON XLIV. 



DICTATION EXERCISE. 

1. Good-morning, Charles. 

2. Clara, where is your mother ? 

3. Please open the blinds, Harry. 

4. Here is your paper, Mr. Hunt. 

5. Wait, Edith, for your sister. 



A PICTURE STORY. 



47 




From Our Little Ones. 



48 LESSONS IN ENGLISH. 

LESSON XLV. 

A PICTURE STORY.* 

Who is this little girl ? f 

What is she doing ? 

What kind of home do you think she has ? 

Write a story about her. 



LESSON XLVI. 

QUOTATION MARKS. 

i. " Come and see the morning-glories, " said Henry. 

2. " Do they blossom every morning ? " asked Ida. 

3. " Yes," answered Henry. 

4. " Let us count the blossoms," said Ida. 

Whose words are repeated in the first sentence ? Read the part of 
the sentence that tells what Henry said. 

What question did Ida ask? Read her exact words. 

When the exact words of a person are repeated by another, they are 
said to be quoted. The words repeated are called quotations. 

What words are quoted in the second sentence? Notice the little 
marks that are placed before and after Ida's words. How are they 
made ? 

* To the Teacher. — Give additional exercises of this kind from time to time. 
For this purpose, select attractive pictures of artistic merit. Each picture should 
represent objects familiar to the child, and should in itself suggest some story. 

f See page 47. 



QUOTATIONS. 49 

The little marks [" "] that enclose the exact words used by another 
are called quotation marks. 

Read the third sentence. Why is yes enclosed by quotation marks? 

Whose words are repeated in the fourth sentence? Read Ida's 
words. What are the marks called that enclose her words ? 

When the exact words of a person are repeated by an- 
other, they should be enclosed by quotation marks. 

Note. — In a later lesson, examples of quotations are given, in which the quota- 
tion is divided by other words. 

WRITTEN EXERCISE. 

1. Copy the four sentences at the head of this lesson. 

2. Copy these sentences, and place quotation marks wherever 
they are needed: — 

i. Here are your gloves, said Thomas. 

2. Uncle George, please tell us a story, said Elsie. 

3. How do cats walk so softly ? asked Fred. 

4. Because they have cushions on their feet, replied his 
mother. 

5. Where shall we hang the hammock ? asked the boys. 

6. Under the old elm-tree, said Mrs. Wood. 



LESSON XLVII. 

QUOTATIONS. 

1. George said to Robert, " Where is Bruno ? " 

2. Robert replied, " He was out by the barn a short 
time ago." 



50 LESSONS IN ENGLISH. 

To whom did George speak? What did he say? 

Read the second sentence. Whose words are repeated in this sen- 
tence ? What shows that the words are quoted ? 

What mark is placed before the quotation in each sentence ? With 
what kind of letter does the first word of each quoted sentence 
begin ? 

A quoted sentence that gives the exact words of another 
should begin with a capital letter. 

Copy the following story. Tell which of the sentences are 
quotations : — 

THE FARMER AND THE STORK. 

A farmer set a net in his field, to catch the cranes which 
came to feed on his corn. He caught several cranes, and with 
them a stork. The stork begged the farmer to let him go. He 
said, "I am not a wicked crane, but a poor, harmless stork." 
The farmer replied, "That may be true. But I have caught 
you with the cranes, and you must die with them." 

What does this story teach about bad company ? Tell the story in 
your own words. 



DICTATION EXERCISE. 

Frank cried, "Throw me the rope." 

" Here it is," said John. 

"The bells are ringing," said Mrs. May. 

" Look at this leaf," said Clara. 

"Where did you find it ? " asked the girls. 



CONTRACTIONS. 51 

LESSON XLVIII. 

COMPOSITION. 

Read this story : — 

THE CAT AND THE SPARROW. 

A cat caught a sparrow and was about to eat it, when the 
sparrow said, " No gentleman eats till he has first washed his 
face." 

The cat, struck with this remark, set the sparrow down, and 
began to wash his face. The sparrow then flew away. This 
vexed Tom, and he said, " As long as I live, I will eat first, and 
wash my face afterward." 

Tell the story in your own words. 

WRITTEN EXERCISE. 

Write the story of The Cat and the Sparrow. First write 
the name of the story. 

Do not forget to use the qnotatio?i marks if you give the exact 
words of the cat and the sparrow. 



LESSON XLIX. 

CONTRACTIONS. 

i. I've torn the book. 
2. Don't be careless. 

What does I've mean in the first sentence? 

Write I have. Write I've. What letters are in I have that are not 
in I've ? 



52 LESSONS IN ENGLISH. 

In writing I've, what do you place where the letters h and a are 
left out ? 

The mark ['] is called an apostrophe. 

From what two words is don't made ? Why is the apostrophe used ? 

Words, like I've and don't, made from two words by omitting a 
letter or letters, are called contractions. 

An apostrophe should be used in a contraction wherever 
a letter or letters are left out. 

Mention the contractions in these sentences, tell from what words 
each is formed, and name the letters that are left out : — 

There's Fred. 

He's behind time. 

Isn't your brother coming ? 

They'll be here soon. 

I'm glad to see you. 

I'll try to solve the problem. 

He said 'twas a mistake. 

Doesn't your brother sing ? 

Wouldn't Paul come ? 

I can't read this letter. 

They're painting the house. 

It's a cold morning. 

WRITTEN EXERCISE. 

1 . Copy the sentences above, writing the contracted words in full. 

Example. — There is Fred. 

2. Compose sentences containing the following contractions : — 
it's, I'll, doesn't, 'twas, 

I've, he's, there's, I'm, 

don't, can't, wouldn't, they're. 



COMPOSITION. 53 





LESSON L. 




DICTATION EXERCISE. 


I. 


Don't walk so fast. 


2. 


There's the car. 


3- 


Isn't that your dog ? 


4- 


He's following us. 


5- 


Doesn't the wind blow hard ? 


6. 


Harry can't open the gate. 


7- 


It's too heavy. 


8. 


I'm learning to draw. 


9- 


Wouldn't you like to see my drawings ? 


10. 


They're in the next room. 



LESSON LI. 

COMPOSITION. 

THE BROWN THRUSH. 
I. 

There's a merry brown thrush sitting up in the tree 
" He's singing to me ! he's singing to me ! " 
And what does he say, little girl, little boy ? 
" Oh, the world's running over with joy ! 

Don't you hear ? Don't you see ? 

Hush ! look ! in my tree. 

I'm as happy as happy can be! " 



54 LESSONS IN ENGLISH. 



II. 



And the brown thrush keeps singing, "A nest do you 

see, 
And five eggs hid by me in the juniper-tree ? 
Don't meddle ! don't touch ! little girl, little boy, 
Or the world will lose some of its joy: 

Now I'm glad ! now I'm free ! 

And I always shall be, 

If you never bring sorrow to me." 



in. 

So the merry brown thrush sings away in the tree, 
To you and to me, to you and to me ; 
And he sings all the day, little girl, little boy, 
"Oh, the world's running over with joy ! 

But long it won't be, 

Don't you know ? don't you see ? 

Unless we are as good as can be." 

Lucy Larcom. 

What is sitting in the tree? What is he doing? 
What does the thrush say in his song? 

To whom does the thrush sing? What does he say to everybody? 
Name all the contractions in this poem, and tell for what each 
stands. 

Write in your own words the story of The Brown Thrush. 



REVIEW. 55 



LESSON LIL 




REVIEW. 




I . Use these words in statements : — 




dollar, stars, river, 


blacksmith, 


flag, boy, merchant, 


garden. 


2. Use ihe following zvords in questions : — 




is, was, 


has, 


are, were, 


have. 



3. Write a command or a request about — 

a horse, your hat, a fire, 

a door, your book, the tea-table. 

4. Write the names of the seasons of the year, and tell some 
sign of each season. 

5. Copy these abbreviations, and opposite each abbreviation 
write the word for which it is used: — 



St. 


Aug. 


Jul. 


Mon. 


Av. 


Sun. 


Oct. 


Mr. 


Co. 


Dec. 


Sat. 


Apr. 


Jan. 


Wed. 


Feb. 


Tues. 


Fri. 


Nov. 


Mar. 


Jun. 



Sept. Thurs. Mrs. 



56 LESSONS IN ENGLISH. 

SUMMARY OF RULES. 

Note. — The pupil should apply these rules in all written exercises. 

Every sentence should begin with a capital letter. 

Each word in the name of a person should begin with 
a capital letter. 

The word I should be written with a capital letter. 

The name of a city or of a street should begin with 
a capital letter. 

The names of the days of the week should begin with 
capital letters. 

The names of the months should begin with capital 
letters. 

The names of the seasons should begin with small 
letters. 

A period should be placed after every complete state- 
ment and after every command. 

An interrogation point should be placed after a question. 

A period should be placed after an abbreviation. 

The name of a person addressed should be separated 
from the rest of the sentence by a comma or commas. 

When the exact words of a person are repeated, they 
should be enclosed by quotation marks. 

An apostrophe should be used in a contraction, wherever 
a letter or letters are left out. 



Part Second. 



FOR FOURTH YEAR PRIMARY. 



LESSON I. 

THE TWO PARTS OF A STATEMENT. 

i. Plants need sunshine. 

2. Two trains crossed the bridge. 

3. The bell is ringing. 

What are spoken of in the first statement ? What is said about plants ? 

What are spoken of in the second statement ? What is said about two 
trains ? 

What is spoken of in the third statement ? What is said about the 
bell? 

Of how many parts is each of these statements made up? What 
does the first part in each show? What does the second part tell? 

Every statement is made up of two parts. One part 
shows what is spoken of. The other part tells something 
about the thing spoken of. 

WRITTEN EXERCISE. 

Copy these statements, and draw a short vertical line between 
the two parts of each statement : — 

57 



58 LESSONS IN ENGLISH. 

Example. — Oranges | grow in Florida. 

1. Oranges grow in Florida. 

2. The ground is covered with snow. 

3. Walter is sweeping the walk. 

4. Two little sparrows came to my window. 

5. Emily gave the birds some crumbs. 

6. This apple is hard. 

7. Your pencil has a sharp point. 

8. A small boy opened the gate. 

9. The room has three windows. 
10. The old clock stands in the hall. 



LESSON II. 

NAMES. 

1. John harnessed the horse. 

2. Flour is made into bread. 

3. The robin is building a nest. 

Tell what is spoken of in each statement, and what is said about the 
thing spoken of. 

Point out each word used as a name, and tell what it is the name of. 
A word used as a name is called a noun. 

Write sentences containing the following words used as 
nouns : — 

table, river, lily, barn, grass, 

carpet, pond, potato, post-office, clouds. 



PROPER AND COMMON NAMES. 59 

WRITTEN EXERCISE. 

Write sentences containing the name of — 

i. A flower. 

2. A body of water. 

3. An article of furniture. 

4. A kind of grain. 

5. A musical instrument. 

6. A timepiece. 

7. A vegetable used for food. 

8. A building used for residence. 

9. A building used for worship. 

10. A material of which stoves are made. 

Example. —The dandelion grows by the roadside. 



LESSON III. 

PROPER AND COMMON NAMES. 

Give the name of a boy ; of a city ; of a river. 

A name that belongs to an individual person or thing is called a 
proper name ; as, Frank, Charleston, Red River. 

Give a name applied to animals of the same kind — to a class of 
animals ; as, cow. 

Give a name applied to each bird of some class ; to each tree of 
some class ; to each building of some class. 

A name that all things of the same class have in common is called a 
common name ; as, man, house, horse. 



60 



LESSONS IN ENGLISH. 



Tell which of the following names are common to persons or things 
of the same class, and which- belong to individual persons or things : — 



house, 


school, 


boy, 


Germany, 


city, 


Yale College, 


Robert, 


month, 


Chicago, __ 


state, 


girl, 


January, 


church, 


Kentucky, 


Helen, 


day, 


Trinity Church, 


river, 


country, 


Tuesday. 



With what kind of letters do the examples of common names begin? 
With what kind of letters do the examples of proper names begin ? 

Begin a proper name with a capital letter ; as, James, 
Broadway. 

When a proper name is made up of two or more words, 
begin each word with a capital letter > as, New York, Niagara 
Falls. 

WRITTEN EXERCISE. 

1. Tell some interesting fact about — 

the city or town, the county, and the state, — in which 
you live. 

Example. — Immense herds of cattle and sheep are raised in Texas. 

2. Write the names of — 

three wild animals, two domestic animals, three song- 
birds, two reptiles, — found in your state. 



3. Use these names in sentences. 



REVIEW. 



61 



LESSON IV. 



DICTATION EXERCISE. 

I saw apples in Market Street. 

Henry Hudson discovered the Hudson River. 

I heard Rover bark. 

Mr. Green has removed to the city. 

The stranger came from Baltimore. 

We sailed across the Atlantic Ocean. 

Tea is brought from China. 

Our friends have gone to the White Mountains. 

Have you seen the Brooklyn Bridge ? 

My brother goes to the High School. 



LESSON V. 



REVIEW. 



i . Make a statement about — 



your book, 
the clock, 



a chain, 
the window, 



a small boy, 
bright faces, 



cold weather, 
kind words. 



2. Supply words in the following, to complete the statements : — 

— blossom in the spring. — is ringing. 

— are walking. 



— live in the water. 

— shod the horse. 
■ — sold the goods. 



— sing in the morning. 

— rises in the east. 



62 LESSONS IN ENGLISH. 

Example. — Violets blossom in the spring. 

How many parts has a statement? 

What is the office of each part? 

What is a word used as a name called? 

What is a name called that belongs to an individual person or thing? 
Give an example. 

What is a name called that belongs to every person or thing of the 
same class? Give an example. 

With what kind of letter should a proper name begin ? 

ii. 

Point out the nouns in these statements, and tell which are com- 
mon names and which are proper names : — 

i. The lamp stands on the table. 

2. Harry missed the train. 

3. The horse has broken his halter. 

4. Uncle Brewster lives in Washington. 

5. The basket was filled with grapes. 

6. Valuable minerals are found in the Rocky Mountains. 

WRITTEN EXERCISE. 

1. Copy the statements above, and "draw a short vertical litie 
between the two parts of each statement. 

2. Write statements containing the name of — 

a large city, a canal, 

a river, a public park, 

a lake, a public building, 

a railroad, a noted inventor, 

some great soldier. 



COMPOSITION. 63 



LESSON VI. 

COMPOSITION. 

THE FOUR SUNBEAMS. 

I. 

Four litttle sunbeams came earthward one day, 
Shining and dancing along on their way, 

Resolved that their course should be blest. 
" Let us try," they all whispered, "some kindness to do, 
Not seek our own pleasuring all the day through, 

Then meet in the eve at the west." 



ii. 

One sunbeam ran in at a low cottage door, 

And played " hide-and-seek " with a child on the floor, 

Till baby laughed loud in his glee, 
And chased with delight his strange playmate so bright, 
The little hands grasping in vain for the light 

That ever before them would flee. 



One crept to the couch where an invalid lay, 

And brought him a dream of the sweet summer day, 

Its bird-song and beauty and bloom ; 
Till pain was forgotten and weary unrest, 
And in fancy he roamed through the scenes he loved best, 

Far away from the dim, darkened room. 



64 LESSONS IN ENGLISH. 

IV. 

One stole to the heart of a flower that was sad, 
And loved and caressed her until she was glad 

And lifted her white face again, 
For love brings content to the lowliest lot, 
And finds something sweet in the dreariest spot, 

And lightens all labor and pain. 



And one, where a little blind girl sat alone 
Not sharing the mirth of her play-fellows, shone 

On hands that were folded and pale, 
And kissed the poor eyes that had never known sight, 
That never would gaze on the beautiful light 

Till angels had lifted the veil. 

VI. 

At last, when the shadows of evening were falling, 
And the sun, their great father, his children was calling, 

Four sunbeams sped into the west. 
All said, " We have found that in seeking the pleasure 
Of others, we fill to the full our own measure," — 

Then softly they sank to their rest. 

M. K. B., in Sf. Nicholas. 

What did the four little sunbeams resolve to do ? 

What did the first sunbeam do ? 

How did the second sunbeam amuse an invalid ? 

What did the third sunbeam do to make a little flower happy? 



NAMES THAT MEAN MORE THAN ONE. 65 

How did the fourth sunbeam show the little blind girl that he felt 
sorry for her? 

What did all the little sunbeams say, when they went home at night ? 

The parts into which a poem is divided are called stanzas. How 
many stanzas are in this poem ? 

Write in your own words the story of The Four Sunbeams. 

Do not forget to begin every new sentence with a capital letter. 



LESSON VII. 

NAMES THAT MEAN MORE THAN ONE. 

What do you say when you speak of more than one — 

clock ? book ? slate ? chair ? 

The form of a word used in speaking of one thing is called the 
singular form. 

The form of a word used in speaking of more than one thing is 
called the plural form. 

Write the words clock, book, slate, and chair. 

Write the words that mean more than one clock, book, slate, and chair. 

What did you add to each word, to make it mean more than one ? 

Add s to the singular of most nouns, to form the plural. 

WRITTEN EXERCISE. 

Write sentences containing the plural forms of the following 
words : — 

marble, basket, mile, hat, 

tree, pailful, hour, coat, 

bird, cupful, week, paper, 

car, spoonful, pencil, flag. 



66 LESSONS IN ENGLISH. 

LESSON VIII. 

NAMES THAT MEAN MORE THAN ONE. 

What do you say when you speak of more than one — 

dress ? box ? watch ? dish ? 

Write the words that mean more than one dress, box, watch, and dish. 
What did you add to each word to make it mean more than one ? 
Add s to each of the names above, and try to pronounce the words 
thus formed. Why is es instead of s added to each of these words? 

When the singular ends in a sound that does not unite 
easily with the sound of s, some nouns add es to the singular, 
to form the plural. 

WRITTEN EXERCISES. 



Write sentences 


containing 


the 


plural forms 


of 


these names: 


church, 


wish, 




class, 




match, 


glass, 


fox, 




peach, 




dish, 


dress, 


tax, 




house, 




watch f 


brush, 


grass, 




bush, 




ditch. 


Example. - 


— There are 


five 


churches in 


the 


village. 



LESSON IX. 

NAMES THAT CHANGE F OR FE TO VES. 

leaf, loaf, knife, 

leaves, loaves, knives. 



REVIEW. 



67 



Name the words in the foregoing list that mean one thing. Name 
the words that mean more than one. 

Tell how the words are changed to make each mean more than one. 

Some nouns ending in /or fe, change / or fe to ves, to form 
the plural. 

WRITTEN EXERCISE. 

Use the plural forms of these names in sentences : — 

shelf, half, calf, loaf, 

wolf, beef, life, sheaf, 

leaf, thief, wife, knife. 

Example. — The shelves were filled with books. 



LESSON X. 



REVIEW. 

I. Read these statements, tell what is spoken of in each state- 
ment, and what is said about it : — 



The birds were sitting on posts. 

The farmer sold his calves. 

A child bought two loaves of bread. 

The taxes were paid. 

George brought three pailfuls of water. 

The leaves are green. 

Two bridges were burned. 

The trains were delayed. 

Foxes have long bushy tails. 

The thieves were sent to prison. 



68 LESSONS IN ENGLISH. 

2. Copy the numbered sentences, and use singular nouns for 
the phiral nouns. 

Make such other changes in the sentences as may be necessary. 

Example. — The birds were sitting on posts. 
A bird was sitting on a post. 



LESSON XI. 

COMPOSITION. 

THE BOY AND THE WOLF. 

A boy who was tending sheep ran to his neighbors and told 
them that a wolf was carrying off his lambs. The men left 
their work and went to help him, but found that no wolf had 
been there. The boy deceived them in this way several times. 

At last, a wolf really came. The boy went again to the men, 
and begged them, with many tears, to come to the rescue of 
his flock. But they thought that he was in sport as before, and 
paid no attention to his cries and tears. So he lost his lambs. 

What is this story about ? # What was the boy doing ? How did he 
amuse himself? What did his neighbors find when they came to help him ? 
What happened when a wolf really came ? 
What does this story teach? 

WRITTEN EXERCISE. 

Write in your own words the story of The Boy and the Wolf, 

* To the Teacher. — Pupils should answer these questions and write the story, 
without referring to their books. 



PLURAL, FORMS OF NAMES ENDING IN Y. 69 



LESSON XII. 

PLURAL FORMS OF NAMES ENDING IN Y„ 

Write the words — 

lady, city, cherry. 

With what letter does each of these words end? 

What word means more than one lady? more than one city? more 
than one cherry? 

Write the words that mean more than one lady, city, and cherry. 
How did you change each word, to make it mean more than one ? 

Some nouns ending in y, change y to ies, to form the 
plural ; as, fly, flies ; city, cities ; army, armies. 

Write the words — 

day, key, boy. 

With what letter does each of these words end ? What letter comes 
before y in day ? in key ? in boy ? 

Write the words that mean more than one day, key, and boy. What 
did you add to each word ? 

When a noun ends in y, if a, e, or o comes before the y 9 
add s to the singular, to form the plural ; as, day, days ; journey, 
journeys ; toy, toys. 

WRITTEN EXERCISE. 

I . Copy the singular forms of the following words, and write 
opposite each name its plural form : — 

Example. — Lily, lilies ; valley, valleys. 



70 LESSONS IN ENGLISH. 



lily, 


chimney, 


baby, 


body, 


daisy, 


berry, 


pony, 


city, 


fly. 


valley, 


donkey, 


duty, 


monkey, 


story, 


tidy, 


lady. 



2. Write sentences cojitaining the plural forms of the names 
above. 



LESSON XIII. 




OTHER PLURAL FORMS. 




fhat word means more than one — 




man ? tooth ? mouse ? 


foot ? 


goose ? ox ? woman ? 


child ? 



Some nouns form their plurals in irregular ways ; as, 

man, men ; mouse, ?nice ; child, children. 

1. The farmer counted his sheep. 

2. One sheep was missing. 

3. There are five deer in the park. 

4. Have you ever seen a wild deer ? 

Read the sentences above. What word is used to denote one sheep? 
To denote more than one ? 

What is the singular form of the word deer? What is the plural 
form ? 

Some words have the same form in the singular and the 
plural ; as, sheep, deer, trout, cannon. 

Write sentences containing the plural forms of these words : — 
woman, ox, man, foot, 

child, tooth, mouse, goose, 

sheep, deer, trout, cannon. 



REVIEW. 71 

LESSON XIV. 

REVIEW. 

When is a word said to be in the singular form ? 

When is a word said to be in the plural form? 

How is the plural form of most names made ? Mention five words 
that form the plural by adding s to the singular. 

If a name ends in a sound that does not unite easily with s, how is 
the plural formed ? Give five word's that form the plural by adding es 
to the singular. 

How do some nouns ending in / or fe form the plural? Give 
examples. 

In how many ways do nouns ending in y form the plural? Give 
examples of each way, and tell how the plural is formed in each case. 

Mention five words that form the plural irregularly. 

Mention three words in which the singular and the plural form are 
the same. 

WRITTEN EXERCISE. 

1. Write statements containing the plural forms of — 

ox, half, family, American, life, 

deer, chimney, shelf, German, city. 

2. Use in a question the plural form of — 

day, valley, leaf, journey, 

knife, path, lily, woman. 

3. Use in a command the plural form of — 

pony, baby, match, sponge, 

cherry, child, turkey, toy. 



72 LESSONS IN ENGLISH. 

LESSON XV. 

COMPOSITION. 

WHAT MAKES THE OCEAN SALT? 

He who sails upon the sea must carry fresh water in his ship 
or perish with thirst, for he will find 

" Water, water every where ? but not a drop to drink." 

What is the secret of the saltness of the sea ? Its water was 
not always so. Every drop of it, at some time, came from the 
clouds, and was just as fresh as any rain-water. I will tell you 
the simple story. Raindrops patter upon hilltops and meadows 
everywhere. They sink into the soil and run over the rocks, 
all the time dissolving many things in their way ; but they find 
more of salt than of any other one thing. Springs and rivulets 
gush from the hillside, rivers run from the highlands, and, 
swollen by others from the plains and valleys, at last pour their 
floods into the sea. Next comes in the work of the sunshine. 
The heat lifts the water, in the form of vapor, into the clouds, 
but it leaves the salt behind. Year after year this work goes 
on. Water loaded with an easy burden of salt, travelling by 
easy stages to the sea, leaves its burden there, while it climbs 
the sunbeam up to the sky again to form the floating clouds. 
The clouds, wafted by the winds, fly away over the continents 
to drop upon forest and field their rattling rain, which must 
travel its oft-repeated journey to the sea again. In this way 
the ocean has received its salt. 

Le Roy C. Cooley. 



WORDS THAT DENOTE POSSESSION. 73 

WRITTEN EXERCISE. 

Tell in your own words What Makes the Ocean Salt. 

HINTS. 

Describe the course of the raindrops on their way to the sea. 
Tell what they bear to the ocean, what becomes of their 
burden, and how they reach the sky again. 



LESSON XVI. 

WORDS THAT DENOTE POSSESSION. 

i. Henry has a sled. 

2. Henry's sled is broken. 

Who is spoken of in the first statement ? What is said about Henry ? 

What is said about the sled in the second statement? What does 
the word Henry's show? 

In the statements above, how many forms has the word Henry ? 

When a word is used to show to whom or to what something belongs, 
it is said to denote possession. The form of a word that denotes pos- 
session is called the possessive form. 

i. The boy's hat is too large. 

2. The doctor's horse ran away. 

3. Here is a spider's web. 

Whose hat is too large ? Whose horse ran away ? To what did the 
web belong? 

What has been added to each of the words boy, doctor, and spider, to 
show that they denote possession ? 



74 LESSONS IN ENGLISH. 

Add the apostrophe (') and s to a singular noun, to form 
the possessive. 

WRITTEN EXERCISE. 
I. 

Write sentences containing the following : — 

Helen's letter, the day's work, 

a girl's hat, a squirrel's teeth, 

the boy's hand, a man's voice, 

a dog's bark, the grocer's wagon, 

a lady's glove, the lawyer's office. 

Example. — Helen's letter is interesting. 
ii. 
Use the possessive forms of these words in sentences : — 

boy, bird, pony, father, Milly, 

child, merchant, mother, sister, Mr. Smith. 

Example. — The boy's hat was too large. 



LESSON XVII. 

POSSESSIVE FORMS OF PLURAL NOUNS ENDING IN S. 

i. Boys' boots have thick soles. 

2. The packages were left in the ladies' room. 

3. The birds' nests are deserted. 

Read the statements. Tell what each statement is about, and what 
is said about the thing spoken of. 

Which words in these sentences denote possession ? 



POSSESSIVE PLURAL NOUNS ENDING- IN S. 75 

Write the words boys, ladies, and birds. With what letter does each 
word end? What is added to each of these words in the foregoing 
sentences, to show that they denote possession? 

Add the apostrophe (') to a plural noun ending in s, to 
form the possessive. 

WRITTEN EXERCISES. 



Write sentences containing the possessive plural forms of these 
words : — 

soldier, boy, pony, teacher, fox, 

sister, fly, horse, merchant, wolf. 

Example. — The soldiers' knapsacks are heavy. 



ii. 

Change these sentences, so that the words in Italics shall have 
the possessive form. 

Example. — The voice of the singer was sweet. 
The singer's voice was sweet. 

1. The voice of the singer was sweet. 

2. The wings of the bird were black. 

3. It was the house owned by your father. 

4. I did not hear the name of the lady. 

5. The back of a toad is rough. 

6. Place these flowers in the room belonging to your mother. 

7. Have you ever seen the track of a fox? 

8. The arm of the blacksmith is strong. 



76 LESSONS IN ENGLISH. 

LESSON XVIII. 

POSSESSIVE FORMS OF PLURAL NOUNS NOT ENDING IN S. 

i. Men's voices were heard. 

2. Did you see the children's presents ? 

What does the first sentence do ? Whose voices were heard ? 

What does the second sentence do ? What is the use of the word 
children's ? 

Mention the words in these sentences that denote possession. What 
has been added to each of the words, to show that they denote possession ? 

Add the apostrophe (') and s to a plural noun not ending 
in s, to form the possessive. 

WRITTEN EXERCISES. 
I. 

1. Copy the following possessive forms. Tell which of the 
words mean one, and which mean more than one : — - 

boy's, sister's, ladies', 

men's, boys', teachers', 

girls', man's, women's, 

bee's, birds', Herbert's. 

2. Use these possessive forms in sentences. 

ii. 

Write sentences containing the possessive plural forms of the 
following words : — 

doctor, woman,- lady, child, pupil, 

horse, ox, brother, gentleman, dog. 



DICTATION EXERCISE. 77 

LESSON XIX. 

STUDY OF SELECTION. 

Copy these lines : — 

When beechen buds begin to swell, 

And woods the bluebird's warble know, 

The yellow violet's modest bell 

Peeps from the last year's leaves below. 

Bryant. 

What flower is spoken of? What is meant by the violet's bell? 
What is the use of the word yellow ? From under what leaves does 
the violet come? 

When does the violet come ? On what kind of tree do beechen buds 
grow? At what time in the year do beechen buds swell? 

What bird is heard in the woods when the violet comes? What is 
meant by the bluebird's warble ? 

Which words in these lines have the possessive form ? Tell how the 
possessive form is made in each case, and give the name of the thing 
possessed. 

Tell in your own words when the yellow violet blossoms. 

Learn the stanza, and then write it from memory. 



LESSON XX. 

DICTATION EXERCISE. 

1. She bought ladies' gloves. 

2. We visited the soldiers' camp. 

3. Father's story made us laugh. 

4. Did you take the lady's card? 



78 LESSONS IN ENGLISH. 

5. I hear children's voices. 

6. Mr. Brown's house is for sale. 

7. Do not touch birds' nests. 

8. Have you seen Edward's cousin ? 

9. The boys' caps are warm. 

10. Ralph's pony came from Mexico. 



LESSON XXI. 

WORDS THAT DESCRIBE. 

1. The bird has black wings. 

2. An old sword hung above the door. 

3. The boy carried a large basket. 

Read the first statement. What is the use of the word black ? 

What is the second statement about? What is the use of the word 
old? 

What does the third statement tell? What does the word large 
show ? 

Mention the words in the sentences above that are used with the 
names of things, to describe or tell something about the things named. 

What kind of weather is liked by the boy who wishes to go skating ? 
By the girl who is going to a picnic ? By the farmer who wishes to make 
hay? By the housekeeper whose cistern is dry? 

Mention other words that may be used to describe the weather. 

Name words which can be used to describe — 

a house, a mouse, 

a knife, a man's clothing, 

a river, a man's character. 



COMPOSITION. 



79 



WRITTEN EXERCISE. 

Use each of the following words in a sentence, to describe some- 
thing: — 

Example. — A tall boy held the horse. 



tall, 


busy, 


large, 


obedient, 


amusing, 


straight, 


cool, 


sunny, 


true, 


slender, 


smiling, 


old, 


noisy, 


high, 


jolly, 


cheerful, 


warm, 


quiet, 


black, 


happy. 



LESSON XXII. 



COMPOSITION. 



Suppose that you have lost something. Describe the lost article. 
Be careful to use words that will show exactly what thing is 
meant. 



Describe a lost 

knife, 
purse, 

Example. — Lost. 



hat, horse, 

dog, cow. 

A small pocket knife with a pearl handle. It has 



two blades, one long and broad, the other short and slender. The small 
blade has a broken point. 



80 LESSONS IN ENGLISH. 

LESSON XXIII. 

STUDY OF WORDS THAT DESCRIBE. 

SOMEBODY'S MOTHER.- 
I. 

The woman was old and ragged and gray, 
And bent with the chill of a winter's day ; 
The street was wet with a recent snow, 
And the woman's feet were aged and slow. 
She stood at the crossing and waited long, 
Alone, uncared for, amid a throng. 

ii. 

Past the woman so old and gray 

Hastened some children on their way, 

Nor offered a helping hand to her, 

So meek, so timid, afraid to stir 

Lest the carriage wheels or horses' feet 

Should crowd her down in the slippery street. 

in. 

At last came one of the merry troop — 
The gayest laddie of all the group ; 
He paused beside her and whispered low, 
" I'll help you across if you wish to go." 

IV. 

Her aged hand on his strong young arm 
She placed ; and so, without hurt or harm, 
He guided the trembling feet along, 
Proud that his own were firm and strong. 

Harpers Weekly. 



STUDY OF WORDS THAT DESCRIBE. 81 

Read the first stanza. What is the first line about? Mention the 
words that describe the woman. Which word tells her age? Which 
word describes her clothing? What does the word gray describe? 
What is the third line about? What is the use of wet? of recent? 
What is stated in the fourth line ? What do aged and slow describe ? 
What is the use of the word woman's ? What is the meaning of this 
line? Where was the woman waiting? What does the last line tell us 
about the poor woman ? What is a throng ? 

Read the second stanza. Who went past the woman? How many 
children were there ? What does the third line tell ? Who was meek ? 
W 7 ho was timid? W T hat kind of person is a timid person? Why was 
the woman afraid to stir ? What is the use of the word carriage ? Of 
the word horses' ? What does slippery show ? 

Read the third stanza. What is a troop ? What kind of troop was 
it? What " laddie " came to the woman? What did he say to her? 

Read the last stanza. What does this stanza tell? Point out the 
words in the first line that describe things. W T hat does the third line 
tell? What does trembling describe? Whose feet were trembling? 
What is meant by his own, in the last line — his own what ? What do 
the words fi?'m and strong describe ? Which word shows how the boy 
felt on account of his own strength ? Why do you think he was glad 
to be strong? 

WRITTEN EXERCISES. I. 

Copy the poem, and drazv a line under each word that is used 

to describe something. 

ii. 

Copy these sentences, writing other words of similar meaning 
in place of those in italics : — 

i. The woman felt the chill of a winter's day. 

2. She stood amid a throng. 

3. The street was wet with a recent snow. 



82 LESSONS IN ENGLISH. 

4. One of the merry troop came to the woman. 

5. He was the gayest laddie of all the group. 

6. He paused beside her. 

7. She was afraid to stir. 



LESSON XXIV. 

WORDS THAT POINT OUT. 

1. This orange is sweet. 

2. These oranges are sweet. 

3. Did you see that bird? 

4. It flew over those trees. 

Read the first sentence. For what is this used ? 

What word in the second statement shows which oranges are meant? 

What does the third sentence do ? What is the use of that ? 

Where did the bird fly ? What is the use of those ? 

In the sentences above, what word is used to point out one thing 
near by ? What word is used to point out two or more things near by ? 

What word is used to point out one thing at a distance? What 
word is used to point out two or more things at a distance ? 

Use this to point out one thing near by. 

Use these to point out two or more things near by. 

Use that to point out one thing at a distance. 

Use those to point out two or more things at a distance. 

WRITTEN EXERCISE. 

Copy the following sentences, usijig these in place of this, and 
those in place of that. Make such other changes as may be 
necessary : — 



THE, AND AN OR A. 



83 



Example. — These knives are sharp. 

This knife is sharp. 

Look at that chimney. 

Is this glove yours ? 

That horse has a 'heavy load. 

Did you find that key ? 

That star is bright. 

Jack Frost drew this picture. 

Have you read that magazine ? 

This leaf has a notched edge. 



LESSON XXV. 
THE, AND AN OR A. 

i. A boy stood by the window. 

2. The boy had light hair. 

3. An apple fell from the tree. 

4. The apple was large. 

Read the sentences. Was it any particular boy that stood by the 
window? What boy had light hair? 

Are we told what apple fell from the tree ? What apple is spoken of 
in the fourth sentence? If you should say, " Bring me an apple," would 
you mean any apple in particular ? What would you mean if you should 
say, " Bring me the apple " ? 

The is used when some particular thing is meant. 
An or A is used when no particular thing is meant. 



84 LESSONS IN ENGLISH. 

i. A birch tree has smooth bark. 

2. An apple lay on the table. 

3. We passed an old house. 

4. The boys are learning a new game. 

What kind of tree is spoken of in the first sentence? What is the 
second sentence about ? Give the first sound in the word birch ; in the 
word apple. What word is used before birch? What one before apple? 

What word describes house ? What word describes game ? Give 
the first sound in the word old. What word is used before old ? Give 
the first sound in the word new. What word is used before new ? 

Which of the words birch, apple, old, and new begin with vowel * 
sounds? What word is used before each of those words? What word 
is used before the other words? 

An is used before words beginning with vowel sounds ; 
a is used before other words. 

Pronounce these zvords, and use an before the words beginning 
with vowel sounds, and use a before the other zvords : — 





Examples. 


— An orange ; 


a boat. 


— - 


orange, 


owl, 


ax, 


oak, 


wonder, 


inch, 


unit, 


honor, 


ewe, 


one, 


boat, 


hour, 


yoke, 


maple, 


apple, 


year, 


horn, 


ear, 


island, 


egg- 



Note. — Always notice the first sound of a word, not its first letter. We say an 
hour (h is silent), many a one {one begins with the consonant sound of w), a useful 
article (useful begins with the consonant sound of y) . 

* The sounds of the letters a, <?, i, o, and u are vowel sounds; the sounds of the 
other letters are consonant sounds. 



COMPOSITION. 



85 



AVRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with an or a: — 

i. The window is shaded by large tree. 

— pencil. 



3 
4 
5 
6 

7- 
8. 

9 

10 



Please lend me 



old man entered the door. 

He wore new coat. 

You may stay hour. 

He was riding in carriage. 



Can you catch 



ball 



— — narrow path led to the river. 

They took early train. 

Do not make unkind remark. 



LESSON XXVI. 



COMPOSITION. 



Write about some zvalk that yon have taken. 

HINTS. 

What kind of day was it when you took your walk ? 

If your walk was in the city, did you go through quiet or 
noisy streets ? What kind of carriages passed you ? What did 
you see in the windows ? What kind of men, women, and 
children did you meet ? What else did you see ? 

If your walk was in the country, did you walk in the road or 
in the fields ? What was growing in the fields? What flowers 
did you see ? What trees were in sight ? What animals did 
you see, and what were they doing ? 



86 LESSONS IN ENGLISH. 

LESSON XXVII. 

REVIEW. 
I. ORAL EXERCISE. 

Mention a word that will tell the color of — 

the sky, the grass, the snow. 

What word may be used to tell — 

the shape of an orange ? the size of an orange ? 

the taste of an orange ? the number of oranges ? 

Mention a word that may be used to point out one thing near by ; 
one thing at a distance. 

Mention a word that may be used to point out two or more things 
near by ; two or more things at a distance. 

For what is the used? Give an example. 

For what is an or a used ? When should we use an ? When should 
we use a ? 

II. WRITTEN EXERCISE. 

Use each of these words in a sentence, to describe or point out 
something : — 



interesting, 


an, 


the, 


sleepy, 


smooth, 


red, 


heavy, 


thirsty, 


this, 


these, 


those, 


large, 


cold, 


honest, 


small, 


kind, 


pretty, 


tired, 


long, 


pleasant. 


Example. 


— I am readir 


lg an interesting 


book. 



III. DICTATION EXERCISE. 

1. I did not hear the man's reply. 

2. Where is Charles's hat ? 



WORDS THAT ASSERT. 87 

3. The dog's name is Prince. 

4. These look like robins' eggs. 

5. Next Wednesday will be Alice's birthday. 

6. It sounds like the tramp of horses' feet. 

7. Tea is brought from China. 

8. The March winds are cold. 



LESSON XXVIII. 

WORDS THAT ASSERT. 

Tell some of the things that birds do. What do dogs do? What do 
cats do ? What do bees do ? 

1. Lions roar. 

2. Soldiers march. 

3. Rabbits have long ears. 

4. The apple is red. 

What word tells what lions do? What word tells what soldiers do? 

What is said about rabbits? Read the third sentence, leaving out 
the word have, and see if the remaining words tell anything about the 
rabbits. 

What is told about the apple? What is the use of the word red? 
If you take away is, do the remaining words form a sentence ? Why not ? 

In every sentence, some word is used to tell or assert. What word 
asserts something of lions ? of soldiers ? In the third sentence, what 
word asserts ? In the fourth sentence, what word asserts ? 

A word that asserts is called a verb. 



88 LESSONS IN ENGLISH. 

WRITTEN EXERCISE. 

Write sentences, telling something about the following. Under- 
line the words that assert : — 



the canary, 


children, 


ships, 


a boy, 


bells, 


a man, 


Charles, 


the cars, 


the sun, 


the wind. 



LESSON XXIX. 

WORDS THAT ASSERT. 

i. A boy opened the door. 

2. The woman locked the door. 

3. Mr. Gray rode to the city. 

4. Arthur walked to the city. 

What is said about a boy ? Name the word that asserts his action. 
"What is said about the woman ? What does the word locked do ? 
What word asserts an action of Mr. Gray ? 
What word asserts an action of Arthur ? 

What is a word that asserts called ? Name the verbs in the sentences 
above. 

WRITTEN EXERCISE. 

Copy the sentences below, filling the blanks with verbs : — 

1. The wind the leaves. 

2. The horses in the stable. 



REVIEW. 



89 



9 

IO 



Cherries 
Dora — 



ripe. 



— neatly. 

Carpenters houses. 

The sun . 

Bees honey. 

Foxes chickens. 

The violet in the spring. 

The picture on the wall. 



LESSON XXX. 



REVIEW. 



Mention ten things that you have ; as, / have a sister. 

Note. — Do not use got after have, when you wish to indicate mere possession. 

Use have in two questions addressed to a newsdealer ; as, Have you 
the March " St. Nicholas '7 

Use have in two questions addressed to a fruit-dealer ; in two ques- 
tions addressed to a grocer. 

Use is in asserting something about a house ; as, The house is old. 

Use is in asserting something about a boat ; about a boy. 

Mention some of the things that you do at home ; tell as manv things 
as you can think of; as, I sweep ; I sew ; I carry coal; etc. 

WRITTEN EXERCISES. 
I- 

Write sentences, each containing one of the following verbs : — 

feeds, was, are, hear, 

broke, has, bought, sell, 



90 LESSONS IN ENGLISH. 



shut, build, lives, is, 

saw, sent, have, sleep. 

"Example. — Frank feeds the chickens. 

ii. 

Write as many things as yon can think of, in answer to this 
question : — 

What can Pupils Do to Make their School Pleasant? 



LESSON XXXI. 

HOW FLIES WALK. 

You have often seen a fly walking on the ceiling or running 
up a smooth pane of glass, and have wondered how it could 
hold on. 

By examining the foot of a fly with a powerful microscope, 
it has been found that a fly's foot is made up of two little pads, 
upon which grow very fine short hairs. These hairs are so very 
fine that there are more than a thousand on each foot-pad. The 
hairs are hollow, with trumpet-shaped mouths. Back of the 
pad is a little bag filled with liquid glue. When the fly steps, 
it presses the liquid through these hollow hairs out of the little 
mouths. The moment the glue reaches the air it hardens. 
Thus we see that at every step the fly takes, it glues itself to 
the surface. When the fly lifts its foot, it draws it up gently 
in a slanting direction, just as you might remove a moist postage- 
stamp, by beginning at one corner and gently drawing it back. 



WORDS THAT SHOW HOW. 



91 



Of what two parts is a fly's foot made up ? How was this found out ? 
What grow on each foot-pad ? Describe the hairs. Mention a flower 
that is trumpet-shaped. What is back of the pad ? What takes place 
each time that the fly steps ? How does the fly lift its foot ? 

WRITTEN EXERCISE. 

Make sentences containing the following words : — 



ceiling, 


smooth, examine, 


powerful 


microscope, 


hollow, trumpet, 


liquid, 


glue, 


surface, slanting, 
LESSON XXXII. 

COMPOSITION. 


moist. 



HOW FLIES WALK. 



HINTS. 



Describe a fly's foot. 

Tell what takes place each time that the fly steps. 

Tell how the fly lifts its foot. 



LESSON XXXIII. 

WORDS THAT SHOW HOW. 

i. He spoke kindly. 

2. The boat moved slowly. 

3. Charles writes well. 

4. The wind blows gently. 



92 



LESSONS IN ENGLISH. 



Read the first sentence. What is the use of kindly ? 

What is the second statement about? What word asserts something 
of the boat ? What is the use of the word slowly ? 

What word asserts an action of Charles ? What is the use of the 
word well? 

What word asserts something of the wind? What dots gently show? 

In the sentences above, which words are used with verbs to show 
how actions are performed ? 



Use words to tell how — 

The snow falls. 
The river runs. 
The children laughed. 
The man worked. 
Anna sang. 



The soldiers marched. 
The tired child sleeps. 
The boy waited. 
The cricket chirps. 
The gloves were mended. 



WRITTEN EXERCISES. 



Copy the following sentences, underline the verbs, and fill tht 
blanks with words showing how the actions are performed: — 

The man walks . 

Ruth reads . 



10 



The bell rings . 

Horace crossed the street 

The snow falls . 

She speaks and . 

The door swings . 

The children play . 

Laura thinks . 

Snails move . 



WORDS THAT SHOW WHEN. 93 

II. 

Use each of the follozving words in a sentence, to show how 
some action is performed : — 

easily, quickly, quietly, 

generously, plainly, fast, 

patiently, carefully, noisily, 

distinctly, brightly, neatly, 

pleasantly, merrily, carelessly. 



LESSON XXXIV. 

WORDS THAT SHOW WHEN. 

i. I wrote four letters yesterday. 

2. Alice rides often. 

3. The magazine is published monthly. 

4. He seldom spoke of the war. 

What word in the first sentence asserts an action? What is the use 
of the word yesterday ? 

What word asserts something of Alice ? What does often do ? 

What is the third statement about ? What word shows how often the 
magazine is published ? 

What word asserts something of he ? What is the use of seldom ? 

Name the words in the sentences above that show when or how often 
actions were performed. 

WRITTEN EXERCISES. 
I. 

Copy the following sentences, and underline the words that 
show when : — 



94 



LESSONS IN ENGLISH. 



i. They went home early. 

2. I saw the picture yesterday. 

3. The paper came to-day. 

4. Always speak the truth. 

5. I will go presently. 

6. Cross the bridge, then follow the crowd. 

7. Never be discouraged. 



11. 



' Use the following words in seiitences, to show when something 
was done. Underline the verbs : — 



often, 
now, 



soon, 
yesterday, 



never, 
quickly, 



afterward, 
early, 



always, 
late. 



LESSON XXXV. 

WORDS THAT SHOW WHERE. 

1. The man stood here. 

2. Your friends were there. 

3. Charles threw the ball down. 

What word asserts something of man ? What does here show ? 
What word asserts, in the second sentence ? What is the use of the 
word there ? 

What did Charles do ? What is the use of the word down ? 



WRITTEN EXERCISES. 
I. 

Add words to the following statements, to show where — 



COMPOSITION. 



95 



I. 


The tree stood. 


6. 


We see the stars. 


2. 


The boy jumped. 


7- 


He threw the box. 


3- 


The train moved. 


8. 


The family moved. 


4- 


The man looked. 


9- 


The children ran. 


5- 


A sailor fell. 


10. 


A bird flew. 



Example. — The tree stood yonder. 
ii. 

Use these words in sentences, to show tvhere actions ivere per 
fo lined : — 

away, hither, forth, back, forward, 

backward, overhead, here, there, down. 



LESSON XXXVI. 

COMPOSITION. 

Telly as clearly as yon can, how to do any one of the following 
things : — 

How to Pop Corn. How to Harness a Horse. 

How to Make Molasses Candy. How to Make a Kite. 

How to Make a Bed. How to Catch a Crab. 

HOW TO POP CORN. 

HINTS. 

What kind of corn is best for popping ? How do you pre- 
pare it ? How much corn do you put into the corn-popper at a 
time ? Where do you hold the corn-popper ? Do you hold it 
still or keep it moving ? Why ? How will the corn look when 
it is done ? 



96 LESSONS IN ENGLISH. 



LESSON XXXVII. 

REVIEW. 

Mention five words that may be used as names. 

Mention five words that may be used to assert something. 

Tell for what each of the following words in Italics is used 

i. Your watch is too slow. 



Sailors zvatcJi the sky. 
The rose is fragrant. 
Edith rose from the chair. 
The house is built on a rock. 
The waves rock the vessel. 



Name five words that are used to point out things. 

Mention three words used to describe things. 

Mention three words used to show how something is done. 

Read these sentences, and tell for what each word in Italics is 

used : — 

i. We came on the fast train. 

2. Do not talk so fast. 

3. The woman has a patient face. 

4. He performed the task patiently. 

5. We had a pleasant ride. 

6. Speak pleasantly. 

WRITTEN EXERCISES. 

I . Use each of these words in a sentence, as the name of some- 



thing : — 










ride, 


ring, 


plant, 


saw, 


plough, 


iron, 


roof, 


carpet, 


light, 


rose. 



WORDS USED INSTEAD OF NAMES. 97 

2. Use each of these words in a sentence, to assert an action : — 
ride, carpet, plant, plough, light, 
iron, ring, saw, walk, speak. 

3. Use each of these words in a sentence, to describe something : — 

kind, white, strange, bright, soft, 

tall, deep, rapid, light, shrill. 

4. Use each of these words in a sentence, to shozv how, when, 
or where something was done : — 



well, fast, often, here, gently, 

now, far, slowly, kindly, lightly. 

5. a. Use each of the words below, to describe a person or a 

thing, b. Add ly to each of these words, and use each new 
word, to show how an action was performed. 

neat, mild, rough, quiet, loving, 

slow, quick, harsh, frequent, certain. 



LESSON XXXVIII. 

WORDS USED INSTEAD OF NAMES. 

1. " I will go," said Merton. 

2. Robert, will you go to the river ? 

3. George stopped when he heard the train. 

4. Nelly plays, but she does not sing. 

5. Look at this fern. It grew in the shade. 

Whose words are repeated in the first sentence ? Who is meant by I ? 
Who is addressed in the second sentence ? Who is meant by you ? 



98 LESSONS IN ENGLISH. 

Who is spoken of in the third sentence ? For what word is he used ? 

What is the first thing said about Nelly? What is the second thing 
said ? For what word is she used ? 

How many statements are there in the last example ? To what does 
it refer ? Which words in these sentences are used instead of nouns ? 

Words used instead of nouns are called pronouns. 

WRITTEN EXERCISE. 

Write two statements about each person or thing named below. 
In the first statement use the name of the person or thing, and in 
the second statement use a pronoun referring to that name. 

camel, horse, cotton, Emma, 

Ralph, man, coal, Rover. 

Example. — The camel is used to cross the desert. It can go without 
water for a week. 



LESSON XXXIX. 

WORDS USED INSTEAD OF NAMES. 

Of how many do you speak, when you use the word I? 

To how many do you speak, when you use the word you ? Give a 
sentence in which you refers to one person. Give a sentence in which 
you refers to two or more persons. 

Of how many do you speak, when you use the word he ? When you 
use the word she? When you use the word it? When you use the 
word we ? 

State something about your classmates without mentioning their 
names. What word did you use instead of the names of your class- 
mates ? 



COMPOSITION. 



99 



WRITTEN EXERCISES. 
I. 



Copy the following sentences, filling the blanks with I, he, she, 
we, or they. In sentences like these, the speaker should mention 
himself last. 



10 



Frank and 

and - 

Clara and 



are going to ride. 



- have read the book. 

- will do your errand. 

, , and are going together. 

missed our train. 

Edward and did the work. 

Hear the children. are singing. 

and went to Central Park. 



Edith and 
and - 



- were invited, 
were invited. 

ii. 

Use in a statement or in a question — 
I, we, you, he, she, 



it, 



they. 



LESSON XL. 

COMPOSITION. 

THE RAINBOW. 



hints. — What kind of weather brings the rainbow? When 
did you see one ? At what time of day did you see it ? 
Where was the sun ? Where did you look for the rainbow ? 



100 LESSONS IN ENGLISH. 

What did you see ? What are the colors of the rainbow, and 
in what order do they appear? Tell any story that you have 
heard about the rainbow. 



LESSON XLI. 

WORDS AFTER IS AND WAS. 

Use the words it is with I, he, she, we, or they, in answering the fol- 
lowing questions : — 

1. Who is knocking at my door? 

2. Is that Harold in the boat ? 

3. Is that your sister ? 

4. Is it you and Walter that wish to go ? 

5. Is it your cousins who are singing? 

Example. — Question. Who is knocking at my door? 
Answer. It is I. 

Use the words it was with 7, he, she, we, or they, in answering the 
following questions : — 

1. Was it your father and mother that entered the house ? 

2. Was it the postman that rang the bell ? 

3. Was it you that left the book ? 

4. Was it Helen that drew this picture ? 

5. Was it you and Florence that called to see me ? 

Change these statements to questions : — 

It is I. It was I. 

It is he. It was he. 

It is she. It was she. 



WORDS USED AS OBJECTS. 



101 



It is we. It was we. 

It is they. It was they. 

WRITTEN EXERCISE. 

Copy the following sentences, and fill the blanks with I, we 9 
he, she, or they : — 

Who raised the window ? It was . 

Who is there ? It is . 

Was that your brother? It was . 

It is who are reciting. 



It was that brought the flowers. 

Was it the boys ? It was . 

Was it the Mayor in the first carriage ? 

Was it ? It is . 

Is it ? It was . 



It was 



LESSON XLII. 



WORDS USED AS OBJECTS. 

i. The boy threw a ball. 

2. Helen broke her needle. 

3. Bees make honey. 

What is the first sentence about? What word asserts an action of 
the boy ? What did the boy throw ? 

What is the use of the word broke ? What received the action ? 

What word asserts an action of bees ? What is the use of the word 
honey ? 



102 LESSONS IN ENGLISH. 

Some verbs are followed by a word showing who or what receives the 
action expressed by the verb. This word is called an object. 

What is the object of the verb threw? of the verb broke? of the 
verb make? 

WRITTEN EXERCISES. 
I. 

Copy these sentences, and underline the words used as objects of 
verbs : — 

i. The cat caught a mouse. 6. The horse broke his halter. 

2. John lost his ticket. 7. Artists paint pictures. 

3. Grocers sell butter. 8. Newsboys sell papers. 

4. The teacher rang the bell. 9. The blacksmith shod the 

5. Birds build nests. horse. 

10. Walter gathered the pears. 
11. 
Write sentences, using these words as objects of verbs : — 

boat, flowers, basket, door, pencil, 

stable, bridge, fire, window, paper. 



LESSON XLIII. 

WORDS THAT SHOW RELATION. 

Hold your slate so that it will take the following different positions : — 

On the desk. 
Above the desk. 
In the desk. 

What word shows the first position that the slate has in relation to 
the desk?. What word shows the second position? What one the third 
position ? 



WORDS THAT SHOW RELATION. 103 



Look around your schoolroom, notice different things, and tell what 
relation they have to other things ; as, — 

1. The chair is by the desk. 

2. The flowers are in the vase. 

Read these sentences, point out the words that show relation, and tell 
between what words they show a relation : — 

The man walked across the bridge. 
One oar fell into the water. 

3. The child ran to its mother. 

4. These oranges came from Florida. 

5. My hat is on the table. 

6. The cherries on this tree are ripe. 
They passed through the city. 
His coat was lined with silk. 

A word placed before a noun or pronoun to show its relation to 
some other word in the sentence is called a preposition. The noun 
or pronoun that is used after a preposition is called its object. 

Name the object of each preposition, in the sentences above. 

WRITTEN EXERCISES. 

Use each of these zvords in a sentence, to show relation : — 

to, for, into, with, under, 

from, at, of, between, upon, 

on, by, over, against, above. 

Use the following words as objects of prepositions : — 

house, tree, street, him, 

windows, fur, river, them. 



104 LESSONS IN ENGLISH. 

LESSON XLIV. 

OBJECT FORMS. 

Read these sentences, and tell what words are used as objects : — 

i. I saw Henry. 

2. I saw him. 

3. He went with the boys. 

4. He went with them. 

5. She gave the flowers to Fanny and me. 

6. She gave the flowers to her and me. 

7. She gave the flowers to us. 

Mention the pronouns, and tell for what word each is used. 
Which pronouns are the objects of verbs? Which are the objects of 
prepositions ? 

The words me, him, her, us, and them take the place of 
nouns used as objects. 

WRITTEN EXERCISE. 

Copy the follozving sentences, and fill the blanks with me, him, 
her, us, or them : — 

Grace called, and Lucy went home with . 

That book was given to and . 

Our friends did not wait for . 

The hunters took their guns with . 

These things are so common with , that we hardly 

notice . 



His friends could not please . 

The picture hung directly in front of 
She will be glad to have you visit 



She showed the path that led to the village. 



STUDY OF SELECTION. 105 

LESSON XLV. 

COMPOSITION. 

OUR FLAG. 

hints Describe the flag of our country. Tell its shape 

and color, and name its different parts. Tell which parts are 
red, which white, and which blue, and show how the different 
parts are placed. Mention the number of stripes, and tell why 
that number is used. Give the number of stars, and tell what 
each represents. 

'' 'Tis the star spangled banner! oh, long may it wave 
O'er the land of the free, and the home of the brave ! " 



LESSON XLVI. 

STUDY OF SELECTION. 

[The following lines are taken from the poem called "The Children's 
Hour.'" The poet is describing his own children on their way to his study.] 

I hear in the chamber above me 

The patter of little feet, 
The sound of a door that is opened, 

And voices soft and sweet. 

From my study, I see in the lamplight, 

Descending the broad hall stair, 

Grave Alice and laughing Allegra * 

And Edith with golden hair. 

Longfellow. 

* Allegra : pronounced Al-le'-grq. 



106 LESSONS IN ENGLISH. 



Who wrote these lines? Read the first stanza. 

What is the first thing that the poet says? Where does he hear 
something ? Who is meant by me ? 

Between what words does in show a relation ? What word shows the 
relation between the chamber and the poet? 

What is the first thing that the poet hears? Of what does he hear 
the patter? Do children run or walk when their feet patter? What is 
the second thing that the poet hears ? What is the third thing ? What 
words describe the voices? 

Read the second stanza. From what place does the writer see some- 
thing? In what light does he see something? What does he see? 
What are they doing? 

What does descending mean ? What does the word hall show ? What 
is the use of broad? 

What kind' of girl was Alice? What is the meaning of grave ? What 
word describes Allegra? What words describe Edith? Do they de- 
scribe something about her appearance or her character? 

Tell in your own words what the poet heard. Tell what he saw. 

WRITTEN EXERCISES. 

1. Copy the two stanzas above, and commit them to memory. 

2. Copy the following sentences, writing other words of similar 
meaning in place of the words in Italics : — 

i. I hear the patter of little feet. 

2. The voices are soft. 

3. The children are descending the stairs. 

4. The stair is broad. 

5. Alice is grave. 

6. Edith has golden hair. 



WORDS THAT DENOTE POSSESSION. 107 

LESSON XLVII. 

WORDS THAT DENOTE POSSESSION. 

Read the following sentences, and tell for what each word in Italics 
is used : — 



This pencil is mine. 8. We lost our way. 

This is her fan. 9. This carriage is ours. 

This fan is hers. 10. Are these bees yours ? 

They did not see their mis- 1 1 . Are these your bees ? 

takes. 12. The bird fell from its nest. 
6. These cabins are theirs. 

What two words may be used instead of the name of the person 
speaking, to denote possession? 

Find two words that may be used instead of a girl's name, to denote 
possession. 

Tell for what name or names each word in Italics is used. 

WRITTEN EXERCISES. 



Copy these sentences, and draw a line under each word that 
denotes possession : — 

1. Her eyes were blue. 



These coats are theirs. 

My horse stood near me. 

We lost our way in the wood. 

Are these slippers yours ? 

The drooping flower raised its head. 

The black hat is mine. 



108 LESSONS IN ENGLISH. 

8. They pitched their tents near our dwelling. 

9. Are these trunks yours ? 
10 Two of them are ours. 



Use each of the following words in a sentence. Do not nse the 
apostrophe with these words. 

my, yours, hers, their, 

mine, his, our, theirs, 

your, her, ours, its. 



LESSON XLVIII. 

DICTATION EXERCISE. 

1. Here are the girls' hats. 

2. Here are their hats. 

3. These hats are theirs. 

4. Every day brings its duties. 

5. Charles stopped at his uncle's. 

6. The animal raised its head. 

7. The picture is not hers. 

8. Mr. Green's son is here. 

9. Is this book yours ? 

10. The carriage stopped at our door. 

11. Some birds build their nests on the ground. 

12. He that is slow to anger is better than the mighty. 



THE EXCLAMATION. 



109 



LESSON XLIX. 

THE EXCLAMATION. 

i. Hark ! what is that ? 

2. Hush ! they will hear us. 

What does ha?'k express in the first sentence above? What does 
hush express? 

What word do you sometimes use to express the feeling of pain when 
somebody hurts you ? 

A word used to express sudden feeling is called an exclamation ; 
as, — 

oh ! hark ! pshaw ! halloo ! 

What mark is placed after each exclamation? 
The mark [!] is called an exclamation point. 

Copy these se?itences, and draw a line under each exclama- 
tion : — 

i. Alas! what have I done? 

2. Hurrah ! our side has won. 

3. There ! I have spilled my ink. 

4. Halloo! where are you going? 

5. Halt! who goes there? 

6. Ah ! there he is. 

Tell how each of these sentences is used : — 

1. The sunset is beautiful. 

2. What a beautiful sunset it is ! 

3. The children are happy. 

4. How happy the children are ! 

A sentence that expresses sudden feeling is called an exclamation. 



110 LESSONS IN ENGLISH. 

What mark is placed after each statement? What mark is placed 
after each exclamation? 

A word or a sentence expressing feeling should be fol- 
lowed by the exclamation point. 

WRITTEN EXERCISE. 

Change the following sentences from statements to exclama- 
tions. Place the right mark after each. 

i. The moonlight is beautiful. 

2. It is a cold day. 

3. I should like to go. 

4. He rides well. 

5. This knife is dull. 

6. This room is cold. 

7. The stars are bright. 

8. He must be a wonderful man. 

9. The sun is warm. 

10. This is a beautiful world. 

Examples. — How beautiful the moonlight is ! 
What a cold day it is ! 



LESSON L. 

STUDY OF SELECTION. 

It is summer ! it is summer ! how beautiful it looks ! 

There is sunshine on the gray hills, and sunshine on the brooks, 

A singing bird on every bough, soft perfumes on the air, 

A happy smile on each young lip, and gladness everywhere. 

Mary Howitt. 



REVIE^W. Ill 

Read the stanza. Of what does the writer speak? 

Into how many parts is the first line divided? What is the use of 
each part? 

Read the first statement. What words show where the sunshine is ? 

Read the second statement, and supply words to make it complete. 

Aiis. There is sunshine on the brooks. What is the meaning of this 
statement ? 

Supply words to complete the next statement, and read the statement. 
What is the use of the word singing? 

Supply words to complete the second statement in the third line. 
What is meant by perfumes on the air ? Mention some of the different 
things that make the perfumes of summer. 

Complete the first statement in the fourth line. What is meant by 
a happy smile on each young lip ? 

Complete the last statement. What makes the gladness? 

Copy the lines above, and commit them to memory. 



LESSON LI. 

REVIEW. 

I. 

Point out tJie statements, the questions, the commands, and the 
exclamations, in the following : — 

i. The box was filled with old coins. 

2. What did you see ? 

3. How refreshing the rain is ! 

.4. How much farther must we go ? 
5. The car was loaded with wheat. 



112 LESSONS IN ENGLISH. 

6. Look at that butterfly. 

7. What a long day it has been ! 

8. Make a good use of your time. 

11. 

What is a pronoun ? 

Mention five pronouns that may be used for the name of the person 
speaking. 

What two pronouns may be used for the name of a woman or a girl 
spoken of? 

What two pronouns may be used for the name of a man or a boy 
spoken of? 

Mention twelve pronouns that may be used to denote possession. 

WRITTEN EXERCISE. 

Copy the following sentences, filling the blanks with pro- 
nouns : — 



Ellen and will gather the flowers. 

basket is larger than . 

asked Harry and to water the plants. 



Say to the man that do not wish to see . 

It was not that came last night. 

Do not forget to send an account of journey. 

Was it ■ that called' ? 

Who is walking so softly ? It is . 

The box was sent to and . 

Neither nor heard the bell. 



in. 

Copy these sentences, and fill the blanks with words showing 
the right relations : — 



REVIEW. 113 

i. The brook ran the bridge. 

2. The water is the pitcher. 

3. Did you put ice the water ? 

4. Wild horses are caught a lasso. 

5. Is Mr. Hunter home ? 

6. He has gone — his office. 

7. The family sat the table. 

8. The strangers walked the streets the city. 

9. The habits the cuckoo are very interesting. 

10. The soldiers marched the camp. 

IV. 

DICTATION EXERCISE. 

1. Is this hat yours or Ruth's ? 

2. Hark ! I hear a drum. 

3. Charles, where are you going ? 

4. How cold the water is ! 

5. "This train is often late," said the boy. 

6. The bell rings at eight o'clock. 

7. What a clatter the horses' feet make ! 

8. The bird is singing to its mate. 

* 9. " There is no glory in star or blossom 
Till looked upon by a loving eye ; 
There is no fragrance in April breezes 

Till breathed with joy as they wander by." 

* To the Teacher. — Read one line of the stanza at a time, and tell the pupils 
what mark to place at the close of the second line. 



MATERIAL 



FOR 



PICTURE LESSONS 



MATERIAL FOR PICTURE LESSONS. 



The following pictures are for supplementary work in Com- 
position. 

Directions. — Having selected one of the pictures for study, 
place the books in the hands of the pupils, and lead them to 
tell what they see in the picture. 

By means of a few suggestive questions aid the pupils to 
observe the picture closely, and to state clearly what they see. 
Direct their attention to the central thought which the picture 
expresses, and lead them to notice the various objects in rela- 
tion to this idea. In all the earlier lessons let an oral exercise 
of this kind precede the written exercise. 

Until the pupil has formed the habit of expressing con- 
secutive statements in complete sentences, let the written work 
consist simply of written answers to questions. (See pp. 6, 17, 
and 31.) 

After a few lessons of this kind, train pupils to invent stories 
suggested by the pictures. Prepare the children for this work- 
by an oral exercise. Ask questions that will suggest the lead- 
ing points of a story, and then let each pupil write a story of 
his own. (See p. 21, Ex. II., and pp. 36 and 48.) 

As soon as the pupil can do this kind of work indepen- 
dently, place a picture before him, and let him write without 
assistance. 
116 



PICTURE LESSONS. 



117 



[From Holmes' New 
First Reader?^ 




i. THE RIDE. 



How many children do you see ? What are their names ? 
What did they do one pleasant day ? 



118 



LESSONS IN ENGLISH. 




[From Holmes' New First Reader^ 

2. HARRY'S CHICKENS. 

How many chickens has Harry ? Where does he keep 
them ? What does the old hen do for the chickens ? What 
does Harry do ? 



PICTURE LESSONS. 



119 




[From Holmes' New First Reader] 



3. THE RAG DOLL. 



Where are these children ? What are they doing ? Write 
a story about "The Rag Doll." 



120 



LESSONS IN ENGLISH. 




[From Holmes New Second Reader. ,] 



4. TEACHING THE DOG HIS LETTERS. 



Who is this little girl ? What is her clog's name ? Write a 
story about the little girl and her dog. 



PICTURE LESSONS. 



121 



[From Holmes' New First Reader 




iiitwjfi 

mm 




5. FEEDING THE HEN. 

Tell what you see in the picture. What time of the year 
is it ? Howdo you know ? 



122 



LESSONS IN ENGLISH. 




[From Holmes New Second Reader^ 



6. THE LUCKY MOUSE. 



Tell what this little mouse did one day, and what happened 
to him. 



PICTURE LESSONS. 



123 




[From Holmes' New First Reader 



7. THE MILLER AND THE CANDLE. 



Describe these children, and tell what happened one even- 
ing while they were sitting around the table. 



124 



LESSONS IN ENGLISH. 




[From Holmes' New Second Reader?^ 



8. THE YOUNG DOCTOR. 

Write a story about " The Young Doctor. 



PICTURE LESSONS. 



125 




[From Holmes New Third Reader ■.] 



9. THE NEW PUPIL. 



Write a story about " Hetty." Tell where she went one 
day ; what she saw there ; and how she was received. 



126 



LESSONS IN ENGLISH. 




,T #s 



io. FEEDING THE DOVES. 

Who is this little girl ? What 
is she doing ? Where do the 
doves live ? Tell something 
about the little girl's home. 



PICTURE LESSONS. 



127 




[From Holmes' New First Reader^ 



ii. CHILDREN BY THE POND. 



Write a story about these children. Tell who they are 
where they live ; and how they are spending the day. 



128 



LESSONS IN ENGLISH. 



[From Holmes' 
New First Reader] 




V|,(,.l F |... /( , 



12. THE SWING. 



Where is the swing ? Why do the children like to go 
there ? What happened one afternoon while they were there ? 



PICTURE LESSONS. 



129 




[From Holmes' New First Reader?^ 



13. RIDING THE PONY. 

Describe the pony and his rider. 



130 



LESSONS IN ENGLISH. 



r ;; „ , i.r!- 








[From Holmes' New Second Reader?^ 



14. LOST IN THE WHEAT-FIELD. 

Tell the story that you see in this picture. 



PICTURE LESSONS. 



131 



f "■'£$ 




%k- 



mr^ A 




f/^ir^;;? Holmes' New First Reader^] 



15. WADING IN THE POND, 

Write a story about these boys« 



132 



LESSONS IN ENGLISH. 




[From Holmes' New Second Reader^ 



16. PONTO RINGING THE BELL. 



Who was " Ponto " ? How did he look ? What did he do ? 
Who was watching him ? If you had a dog like Ponto, what 
would you teach him to do ? 



PICTURE LESSONS. 



133 



[From Holmes' New First Reader .] 




17. CROSSING THE BROOK. 



Who crossed the brook ? How did they get across ? Where 
were they going ? 



134 



LESSONS IN ENGLISH. 



18. COASTING. 



•What are these children 
doing ? Tell what you see 
in the picture. 




[From Holmes' New First Reader •.] 



PICTURE LESSONS. 



135 



[From Holmes' New First Reader^ \ 




ig. YOUNG HOLLANDERS. 



Where do these children live ? Describe their dress. Tell 
how they amuse themselves. Tell what you can about their 
country and its inhabitants. 



136 



LESSONS IN ENGLISH. 




THE TAME BEAR. 



Write the story that you 
see in this picture. 



\From Holmes Nezo Second Reader 



PICTURE LESSONS. 



137 




[From Holmes' New Second Reader.] 



21. JOHN'S NEW PONY. 

Write a story about "John's New Pony." 



138 



LESSONS IN ENGLISH. 




[From Holmes' New Third Reader^ 



22. ANNE'S PET COW. 

Write a story suggested by this picture. 



To the Teacher. — For a second exercise, tell the pupils the story that this picture 
illustrates, and then let them write that story in their own words. 



PICTURE LESSONS. 



139 




[From Holmes' New Third Reader^ 



23- DISCONTENTED HARRY. 

Write a story about " Harry." 



140 



LESSONS IN ENGLISH. 




[From Holmes' New Fourth Reader^ 

24. THE BRIDGE-MAKERS. 

Where is this bridge ? How was it made ? Tell what you 
know about the habits of the builders. 



INDEX. 



Abbreviations, 24, 26, 35, 42. 
Addresses, 41 . 
Apostrophe, The, 52. 

In Contractions, 52. 
Capital Letters, used to begin — 

Names of Cities, 14. 

Names of Days, 25. 

Names of Months, 34. 

Names of Persons, 7. 

Names of Streets., 14. 

Proper Names, 60. 

Questions, 4. 

Quoted Sentences, 50. 

Statements, 3. 
Christian Names and Surnames, 16. 
Comma, The, 45. 

Use of, 46. 
Command, The, 44. 
Composition, 6, 11, 15, 17, 21, 24, 

28, 31, 36, 39, 43, 48, 51, 53,63, 

68, 72, 79, 85, 91, 95, 99, 105. 
Contractions, 51. 
Dictation Exercise, 7, 13, 24, 46, 50, 

53, 61, 77, 86, 108. 
Exclamation, The, 109. 
Exclamation Point, 109. 

Use of, no. 
Has and Have, 26. 



How to Write — 

Addresses, 41. 

Dates, 38. 

Initials, 18. 

Mr. and Mrs., 23. 

Names of Persons, 7. 

Names of the Seasons, 34. 

The Word /, 10. 

The Words Uncle and Aunt, 22. 
Initials, 18. 
Interrogation Point, 4. 

After Questions, 4. 
Is and Are, 8, 
It is /, etc., 100. 
Letter- Writing, 39-43. 
Letter, A, 40. 
Names, 4, 58. 

Proper and Common, 59. 
Objects, 1 01, 103. 
Object Forms, 104. 
Period — 

After Abbreviations, 24. 

After Initials, 18. 

After Statements, 3. 
Picture Lesson, 6, 17, 21, 31, 36, 48. 
Possessive Forms of Nouns, 71, 74, 

75> 76. 
Questions, 3. 

141 



142 



INDEX. 



Quotations, 48, 49. 


Singular and Plural Forms of Nouns, 


Quotation Marks, 48, 49. 


65, 66, 67, 69, 70. 




Review, 9, 13, 32, 55, 61, 67, 71, 86, 


Stanza, 65. 




89, 96, in. 


Statements, 2. 




Rules for — 


Statement. Two Parts, 57. 




Plural Forms, 65, 66, 67, 69, 70. 


Study of Selection, yy, 80, 90, ] 


05> 


Possessive Forms,, 74, 75, 76. 


106, no. 




Seasons, The, 35. 


Summary of Rules, 56. 




Script Exercises, 2, 3, 4, 10. 11, 15, 


The, and An or A, 83. 




25, 34, 40, 41. 


Use of An or A, 84. 




Selections, 11, 19, 33, yy, 105, no. 


Was and Were, 12. 




The Lion and the Mouse, 24. 


Words that — 




Song of the Grass-Blades, 37. 


Assert, 87, 88. 




The Farmer and the Stork, 50. 


Denote Possession, 107, 108 




The Cat and the Sparrow, 51. 


Describe, 7§. 




The Brown Thrush, 53. 


Point Out, 82. 




The Four Sunbeams, 63. 


Show How, 91. 




The Boy and the Wolf, 68. 


Show When, 93. 




What Makes the Ocean Salt? 72. 


Show Where, 94. 




Somebody's Mother, 80. 


Show Relation, 102. 




How Flies Walk, 90. 


Words to use with Yon, 29. 




Selections to be Memorized, 11, 19, 


Words used instead of Names, 97 


98. 


33' 37* 77, 105, no. 


Written Exercises — Throughout 


the 


Sentence, The, 1. 


Work. 





What System of Drawing s t ^, 



I in= 

troduce? 



Dr. Wm. T. Harris in his recent report to Congress on the condi- 
tion of schools of the District of Columbia, says : — 

" In drawing, the Commissioner's assistant, Dr. L. R. Klemm, 
notes the absence of a central controlling power. He calls at- 
tention again and again to the inaccuracy of the work observed 
by him both in the colored and in the white schools. The 
Commissioner is disposed to explain the defects in drawing by the 
too early neglect of exercises in drawing from the flat, Drawing 
has an alphabet which must be learned first before one can spell 
with it. Place a pupil before an object and tell him to draw it 
and he will not know what lines to use for this purpose unless he 
has learned by drawing from good drawings what lines produce 
the appearances desired. What raw pupil would know how to 
represent a cylinder or a sphere — v/hat parts to shade and what 
parts to. leave entirely blank — before he has learned this lesson 
by studying and reproducing good drawings given him ? 

"After the alphabet of representing form is learned by copying 
a progressive series of drawing lessons, the pupil should certainly 
be set at drawing from models." 

Thompson's System of Industrial and Educational Drawing, 
published by D. C. Heath & Co. of Boston, is specially com- 
mended by Dr. Harris, because its plan is in exact conformity 
with the correct principles above set forth. 



The entire System consists of the following Series of Drawing Books and Manuals : 

1. Manual Training Series ; Two Manuals. 

2. Primary Free Hand Series ; Four Drawing Books and Manual. 

3. Advanced Free Hand Series ; Four Drawing Books and Manual. 

4. Model and Object Series ; Three Drawing Books and Manual. 

5. Aesthetic Series ; Six Books and Manual. 

6. Mechanical Series ; Six Drawing Books and Manual. 

7. Institute Series ; Two Drawing Books. 



What Flusic System shan we introduce? 

Dr. Wm. T. Harris, U. S. Commissioner of Education, in his recent 
report to Congress on the condition of the public schools of the District 
of Columbia, says : — 

" It seems that vocal music is almost entirely confined to the 
learning of musical notation. Even this is taught to pupils in 
the lowest grade while the pupil is taking the first step just de- 
scribed of learning to read from printed words. 

" It would appear that musical notation ought not to be begun 
until the third grade at the very earliest. The special music 
teacher ought to teach a large number of choice songs by rote, 
taking care to secure good expression from the pupils and to cor- 
rect the errors which are always taking root in class singing. 

" Another very important reflection forced itself on the attention 
of the Commissioner and his assistants in this investigation. 
Special teachers should rarely if ever be employed for any other 
purpose than to reinforce the work of the regular teacher. The 
music teacher should instruct in new songs, correct bad tenden- 
cies, and chiefly by his lesson show the regular class teacher how 
to conduct the singing." 



The Whiting Music Series, published by D. C. Heath & Co, 
of Boston, is better adapted than any other system before the 
public to promote the work called for by Dr. Harris. The ex- 
ceptionally tuneful and enjoyable quality of its exercises and songs 
delights the children, and the very superior grading of the series 
makes the work easy for the teacher. The First Reader contains 
forty choice rote songs, and will by its method prevent the defect 
mentioned in Dr. Harris's first paragraph. 

(OVER.) 



A QUESTION. 

"What is there at the disposal of the teacher and the child, when 
the primer and the blackboard have done their work ? What con- 
stitutes the child's natural introduction into that great world of 
literature, for the sake of which all these labors in mastering twenty- 
six characters and their combinations have been undertaken ? " — 
Horace E. Scudder. 



ANSWERED BY 



READERS FOR HOtME AND SCHOOL. 



A series of volumes to be edited by Professor CHARLES ELIOT NORTON, 
of Harvard University, and Miss Kate STEPHENS. 

This series will comprise an ample selection of the literature which 
is the common inheritance of the whole English-speaking race. It is 
to be composed mainly of the reading which has been familiar to past 
generations, and which has become part of the intellectual life of the 
race. Beginning with old childish rhymes and jingles, with simple 
saw and proverbs, with the most widely known fables, and the most 
popular poems of childhood, it will embrace in the later volumes the 
stories that have long been favorites, the minor poems that are uni- 
versally accepted as permanent treasures of the language, and charac- 
teristic essays and extracts from the works of the best writers of the 
past three centuries. 

The series is intended to give to every child some knowledge of the 
best contents of the noble treasury of English literature, to make him 
a sharer in the thought and memories of his race, and to cultivate his 
imagination as well as his intelligence. 



"I am profoundly convinced that . . . the school has no right to 
teach how to read without doing much more than it now does to direct 
the taste and confirm the habit of reading what is good rather than 
what is bad." — Pres. G. Stanley Hall. 



THE OBJECT IN VIEW. 



"First it must be constantly borne in mind that, though it by no 
means holds as a universal rule in education that there is no profit 
if there is no pleasure, yet pleasure always enhances the profit. Again, 
not accuracy, but general knowledge of content, should as a rule pre- 
cede.'''' — Pres. G. Stanley Hall. 

And both these desiderata are to be obtained in 

NATURE READERS: Sea-side and Way-side. 

By Julia McNair Wright. Boards. No. I., 95 pages. Price, 25 cents. 
No. II., 184 pages. Price, 35 cents. No. III., 300 pages. Price, 50 cents. 
No. IV. 372 pages. Price, 60 cts. 

This is a series of illustrated Readers on an entirely new plan, 
designed for schools and families. It is intended to awaken in young 
children a taste for scientific study, to develop their powers of atten- 
tion, and to encourage thought and observation, by directing their 
minds to the living things that meet their eyes on the road-side, at 
the sea-shore, and about their homes. These "Nature Readers" 
explain in clear and simple style, without technical language, the 
anatomy and the life-histories of the subjects studied, giving their 
actions and homes the graphic interest of individuality, so that, without 
any illusions of imagination or allegory, they possess, as one eminent 
primary teacher has said, " all the fascination of a fairy tale." 

The First Reader treats of crabs, wasps, spiders, bees, and some 
univalve molluscs. 

The Second Reader treats of ants, flies, earth-worms, beetles, bar- 
nacles, star-fish, and dragon-flies. 

The Third Reader has lessons in plant-life, grasshoppers, butterflies, 
and birds. 

The Fourth Reader treats of world life in its different aspects and 
periods. 

Our special ciradar on these Readers gives a list of nearly two 
hundred schools into which they were iminediately introduced, and a 
very large nu?nber of letters from specialists in science^ and superin- 
tendents of schools and teachers, giving enthusiastic testimony to their 
excellence and great practical value. This circular is sent free. 

3 



Some of the many points of excellence of 
Sheldon's American History, are : — 

Its practical method. 

The historic characters speak for themselves. 
The child studies, as in botany, at first-hand. 

Its development of thought-power. 

Its training toward citizenship. 

Its due attention to the West and South as 
well as to the East. 

Its impartial treatment of the Civil War. 
Its union of geography with history. 
Its vivid and picturesque reality. 

Its grouping of related topics. 

Its contemporaneous pictures. 
Its suggestive character. 

Stimulating to teacher as well as pupil. 
It creates a love for history. 
Incites the pupil to further reading. 

It cultivates candor of judgment. 

It helps the pupil's power of expression. 
Its full bibliography . 



D. C. HEATH & CO., Publishers, 

BOSTON. NEW YORK AND CHICAGO. 



Geography and Maps. 

Redways Manual of Geography. 

Modern Facts and Ancient Fancies. Cloth. 175 pages. Price, 65 cents. 

This book renders the latest discoveries in Geography available for the use of teachers. 
A part of the work is devoted to the discussion of old traditions that still cumber many text- 
books. It is full of useful hints, and of bright, interesting information. 

Redways Reproduction of Geographical Forms. 

I. Sand and Clay Modeling. II. Map-Drawing and Map-Projection. Illus- 
trated. Paper. 84 pages. Price, 30 cents. 

Nichols" Topics in Geography. 

Cloth. 176 pages. Price, 65 cents. 

Contains a comprehensive outline of all geographical facts usually taught in our best 
primary and grammar schools, together with many excellent suggestions for increasing the 
interest of pupils, and much information of interest not usually accessible to teachers. 

Jackson S Earth in Space, or Astronomical Geography. 

Illustrated. Cloth. 80 pages. Pric 
Presents, in a few simple lessons, the 

Picturesque Geography. 

Twelve plates, 15 x 20 inches, and descriptive pamphlet. Per set, $3.00; mounted, $5.00. 
Intended to picture the natural divisions of land and water, and at the same time to meet 
the modern demand for artistic and instructive pictures for decoration of schoolrooms. 

Progressive Outline Maps : 

United States, United States, No. 2 (with State boundaries), World on Mercator's Pro- 
jection * (12 x 20 in.) ; North America, South America, Europe, Central and Western Europe,* 
Africa, Asia, Asia Minor, Australia, British Isles,* England,* Greece,* Italy,* Palestine.* 
New England, Middle Atlantic States, Southern States, Southern States — western section, 
Central Eastern States, Central Western States, Pacific States, New York, Ohio, Washington 
(State), The Great Lakes-, (each iox 12 in.). 2 cts. each; per hundred, $1.50. Those 
marked with a star (*) may be had with black outline for historical study. Samples sent on 
receipt of 10 cents. Circulars free. 



Illustrated. Cloth. 80 pages. Price, 40 cents. 

Presents, in a few simple lessons, the main facts of this world's relation to other worlds. 



Heath's Outline Map of the United States. 

Small (desk) size, 2 cts. each; $1.50 per hundred. Intermediate size, 28x40 inches, each 
30 cts.; large size, 50 cts.; mounted, $3.00. 

Roneys Student's Outline Map of England. 

For use in English History and Literature, to be filled in by pupils. 5 cts. 

Outline Map of Ancient History. 

For recording historical growth and statistics (14x17 in.), 3 cts. each; per hundred, $2.50. 

Practical School Maps. 

Printed from entirely new plates, and including the latest geographical discoveries and 
political changes. Includes Europe, Asia, Africa, North America, South America, Hemi- 
spheres, United States, Palestine, and Canaan. [In press, ready soon. 



D, 0. HEATH & CO., Publishers, Boston, New York, Chicago, and London, 



